Developing Teaching and Learning in Higher Education

Nicholls, Gillian

doi:10.4324/9780203469231

Cited by 72 publications

(51 citation statements)

References 2 publications

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“…This supports the argument that the teaching and learning activities, which are more active and with high student engagement, have a positive impact on the students' deep learning (Nicholls, 2002). This is simply because students' engagement helps them to ask if they have not received clear information or if they want more detail feedback about their work.…”

Section: Introductionsupporting

confidence: 72%

Enhancing first year management students' engagement: An action research project to explore the use of the Essay Feedback Checklist (EFC)

Mansour

2015

The International Journal of Management Education

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Feedback represents one of the key factors that affect student learning. A question is raised here as to what extent engaging students with feedback and considering their voices as partners in the assessment process can improve their confidence and therefore their learning. The objective of this action research was to support the introduction of the Essay Feedback Checklist (EFC) to first year management students at a British University. This research examined the use of EFC as an interactive two-way communication tool between tutors and students. The research also aimed to help management students to be more aware of the assessment criteria thus to be more engaged in feedback. Data was collected from students and tutors before and after the use of the EFC in order to highlight their perspectives regarding the effective use of the tool. The research's findings argued that students found the EFC useful to support engagement with the feedback and in improving their confidence through receiving quality feedback to develop their work further. Tutors and students claimed that the EFC created an interactive environment in providing feedback and it helped to open a dialogue about it, but they also highlighted some drawbacks.

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Section: Introductionsupporting

confidence: 72%

Enhancing first year management students' engagement: An action research project to explore the use of the Essay Feedback Checklist (EFC)

Mansour

2015

The International Journal of Management Education

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“…The banking method of knowledge transmission is associated with-among other things-the promotion Working to Emplace Consumption in a Large Classroom Setting 369 of weak, 'surface' and 'passive' learning, often of little relevance to students' daily lives, and the disempowerment of and, indeed, disavowal of students' active roles in their own knowledge production and consumption (e.g. Gold et al, 1991;Jarvis, 1995;Nicholls, 2002;Ramsden, 2003). Moreover, I find the Barnett and Land (2007) arguments particularly untenable: they cleanly wipe critical/radical pedagogy off the map in the name of the everyday knowledges that they see littering the landscapes of late capitalism.…”

Section: To Summarize Thenmentioning

confidence: 99%

“Did Ronald McDonald Also Tend To Scare You As A Child?”: Working to Emplace Consumption, Commodities and Citizen-Students in a Large Classroom Setting

Goodman

2008

Journal of Geography in Higher Education

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So-called 'radical' and 'critical' pedagogy seems to be everywhere these days on the landscapes of geographical teaching praxis and theory. Part of the remit of radical/critical pedagogy involves a de-centring of the traditional 'banking' method of pedagogical praxis. Yet, how do we challenge this 'banking' model of knowledge transmission in both a large-class setting and around the topic of commodity geographies where the banking model of information transfer still holds sway? This paper presents a theoretically and pedagogically driven argument, as well as a series of practical teaching 'techniques' and tools-mind-mapping and group work-designed to promote 'deep learning' and a progressive political potential in a first-year large-scale geography course centred around lectures on the Geographies of Consumption and Material Culture. Here students are not only asked to place themselves within and without the academic materials and other media but are urged to make intimate connections between themselves and their own consumptive acts and the commodity networks in which they are enmeshed. Thus, perhaps pedagogy needs to be emplaced firmly within the realms of research practice rather than as simply the transference of research findings.

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“…There is now a broad literature that focuses on learning and teaching in higher education (see for example, books by Biggs 2003;Nicholls 2002;Ramsden 2002;Prosser and Trigwell 1999). Compared with other educational sectors, however, there is remarkably little research that documents change in students' personal understanding of specific concepts in particular disciplines (Laurillard 2002).…”

Section: Introductionmentioning

confidence: 99%

Quantitative and qualitative measures of student learning at university level

2007

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This paper reports the use of quantitative and qualitative measures of university student learning during teaching in psychiatry. Concept mapping, pre-and post test scores and performance in written assignments were used to measure the quality of change in personal understanding and to show the ways that the knowledge-targets of the course were achieved. The data show that: (1) Concept mapping can be used to explore personal understanding because it facilitates discrete statements of meaning. (2) These personal statements can be compared through time to assess change. (3) Specific criteria can be used to measure the quality of the change from one statement to another so that the different qualities of change that occur can be made-visible in the course of teaching. The approach is discussed in the broader context of learning theory and teaching practice. We show in particular, that prior-knowledge is an important determinant of learning because it affects the sense that can be made of taught material.

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Developing Teaching and Learning in Higher Education

Cited by 72 publications

References 2 publications

Enhancing first year management students' engagement: An action research project to explore the use of the Essay Feedback Checklist (EFC)

Enhancing first year management students' engagement: An action research project to explore the use of the Essay Feedback Checklist (EFC)

“Did Ronald McDonald Also Tend To Scare You As A Child?”: Working to Emplace Consumption, Commodities and Citizen-Students in a Large Classroom Setting

Quantitative and qualitative measures of student learning at university level

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