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Quantification Of Influences On Student Perceptions Of Group Work, Adam Butt
Quantification Of Influences On Student Perceptions Of Group Work, Adam Butt
Journal of University Teaching & Learning Practice
How students perceive group work is closely correlated with the benefits of group work experience. However, a great variety of influences affect student perceptions of group work. This study quantifies the impact of various influences on the effective working, learning assistance and enjoyment of group work. This is done by analysing 206 responses to a survey of students in a course in actuarial science. A mixed ordered logit model is used to explicitly quantify the effect of various exogenous and endogenous influences on perceptions of group work. Student perceptions of group work are most heavily influenced by course design decisions …
Student Engineers Optimising Problem Solving And Research Skills, Dorothy Missingham, Siddarth Shah, Fizza Sabir, John Willison
Student Engineers Optimising Problem Solving And Research Skills, Dorothy Missingham, Siddarth Shah, Fizza Sabir, John Willison
Journal of University Teaching & Learning Practice
Problem solving and researching are connected activities in the engineering profession and across education. The empirical research presented in this paper considered the effectiveness for teaching and learning of a model that was based on this connection and derived from the parameters of the Research Skill Development framework. The model, devised by students for students, is called the Optimising Problem Solving (OPS) pentagon, and was piloted in a large first-year engineering course in 2014-2015 and in another university in the first half of 2016. This article presents data from formal research conducted on the 2016 offering of the course gathered …
Blending Formative And Summative Assessment In A Capstone Subject: ‘It’S Not Your Tools, It’S How You Use Them’, Don Houston, James N. Thompson
Blending Formative And Summative Assessment In A Capstone Subject: ‘It’S Not Your Tools, It’S How You Use Them’, Don Houston, James N. Thompson
Journal of University Teaching & Learning Practice
Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in constructive ways are rare. In paramedic education, like many other professional disciplines, strong traditions of summative assessment - assessment ‘of’ learning …
Using Debates As Assessment In A Physiotherapy Capstone Course: A Case Example, Benjamin K. Weeks, Liisa Laakso
Using Debates As Assessment In A Physiotherapy Capstone Course: A Case Example, Benjamin K. Weeks, Liisa Laakso
Journal of University Teaching & Learning Practice
While not a new teaching and learning approach, debating may be considered novel when included in a suite of more traditional teaching and learning activities. Despite the potential benefits of debates for the development of generic skills, their use in physiotherapy education remains unreported. Thus, our aim was to evaluate student satisfaction of a debate assessment item in a physiotherapy capstone course. We recruited students enrolled in a final year physiotherapy course undertaking a group debate assessment. Students were invited to complete two surveys of their expectations regarding the debate assessment, and their satisfaction after completing the debate. Students were …
Can The Love Of Learning Be Taught?, R. Nillsen
Can The Love Of Learning Be Taught?, R. Nillsen
Journal of University Teaching & Learning Practice
This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free environment is emphasised, as is …