Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1

Barrie, Simon; Ginns, Paul; Prosser, Michael

doi:10.1080/02602930500260761

Cited by 67 publications

(43 citation statements)

References 9 publications

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“…These changes were accompanied by improved perceptions by final-year students as evaluated by the University's Student Course Evaluation Questionnaire. [24][25][26][27] Administered in 2005 and 2007, this survey showed that the percentage of students who: felt the assessments were appropriate increased from 31% to 48%; felt the workload was appropriate increased from 11% to 24%; and indicated an increase in overall satisfaction increased from 59% to 70%.…”

Section: Discussionmentioning

confidence: 99%

Pharmacy Students' Approaches to Learning in Undergraduate and Graduate Entry Programs

Smith

Krass

Sainsbury

et al. 2010

American Journal of Pharmaceutical Education

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Objectives. To compare longitudinal data with previous cross-sectional data regarding Australian undergraduate pharmacy students' approaches to learning, and explore the differences in approaches to learning between undergraduate and postgraduate cohorts. Methods. Longitudinal, repeated measures design using a validated self-report survey instrument were used to gather data. Results. Undergraduate students' preferences for meaning directed, undirected, and reproduction-directed approaches to learning displayed the same pattern across the 2 studies; however, application-directed scores increased significantly in the second half of the undergraduate degree program. Commencing postgraduate students' approaches to learning were similar to finishing undergraduate students, and this group was significantly more oriented towards meaning-directed learning compared to undergraduate students. Conclusions. Pharmacy students' maturation in approach to their learning was evident and this bodes well for pharmacists' engaging in life-long learning and capacity to work in increasingly complex health settings.

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Section: Discussionmentioning

confidence: 99%

Pharmacy Students' Approaches to Learning in Undergraduate and Graduate Entry Programs

Smith

Krass

Sainsbury

et al. 2010

American Journal of Pharmaceutical Education

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“…However, in recent years, concerns have been expressed by both academic and clinical educators in the Faculty regarding pharmacy students' reluctance to engage in appropriate self-directed and reflective learning practices. Concerns have also been expressed by some pharmacy graduates through the University-wide Student Course Experience Questionnaire (SCEQ) [3][4][5] about a perceived high workload, inappropriate assessment, and the quality of the teaching they received. Students may be adopting approaches which do not match the learning expected by academics, causing dissatisfaction among both groups.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Students' Approaches to Learning in an Australian University

Smith¹,

Saini²,

Krass³

et al. 2007

Am J Pharm Educ

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Objectives. To investigate how pharmacy students' approaches to learning change over the duration of a bachelor of pharmacy degree program. Methods. Data were obtained from a cross-sectional, repeated measures design, using a validated self-report survey instrument. Areas examined included processing and regulation strategies, motivational preferences for learning, and the relationship between approaches to learning and academic performance.Results. Pharmacy students were strongly vocationally oriented in their studies across all year groups. This approach had a significant relationship to academic performance. Overall, students indicated a preference for external regulation strategies. There was little evidence of maturation in approaches to learning as students progressed through the curriculum. Conclusions. Students' preference for vocationally related strategies can be harnessed to increase both adoption of self-regulation behaviors and motivation for mastery of material. Comparison of our results with other studies indicates that approaches to learning may be influenced more by the learning environment than the discipline of study.

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“…This development was not necessarily intended to undervalue the importance of research activities but was rather a consideration of both the teaching exercise and the research activities complementing each other for the betterment of the institutions and students alike. In 1996, the Institute of Teaching and Learning of the University of Sydney developed a new policy on the quality assurance of teaching and learning to foster students' standards (Barrie et al, 2005). The policy also involved the development of a system to enact the policy in ways that would align policy and management directives, faculty strategic initiatives, and teaching and learning practices at the level of actual subjects.…”

Section: Historical Background Of the Studymentioning

confidence: 99%

“…The call for teaching accountability in higher education started more than two decades ago (Barrie et al, 2005), when stakeholders and educational specialists started advocating more transparency in higher education institutions (Mikail & Siti Aishah, 2007;Mikail Ibrahim, 2012). Numerous institutions in many Western countries, especially in Australia and the United Kingdom, diverted their attention to the improvement of teaching performance as another way besides academic research to promote the institutions of higher learning.…”

Section: Historical Background Of the Studymentioning

confidence: 99%

A Psychometric Evaluation of Two Teaching Effectiveness Scales

Ibrahim¹

2012

JSD

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The call for teaching accountability in higher education initiated teaching effectiveness research and its scales development. Attention in many institutions of higher learning has been diverted recently to the improvement of teaching performance as another way besides academic research to promote the higher institutions. The diversity of attention is a response to external calls for accountability in teaching as a result of the under-estimation of the significance of the teaching process compared to research activities. As research on teaching effectiveness has increased, so has the number of different measures of teaching effectiveness. Hence, in this article, the researchers examined the psychometric properties of two teaching effectiveness scales, namely the Marsh Student Evaluation of Educational Quality (1987) and Mahfooz Ansari and Mustafa Achoui Ansari Teaching Feedback Survey (2000) in terms of their factorial and construct validity. A total of 1504 3 rd and 4 th year and postgraduate students were selected from four renowned Malaysian public Universities, namely USIM, UM, UPM and IIUM. The study found that although the two scales were constructed to assess teaching effectiveness in higher institutions, the Marsh scale was extensively used in the literature and more comprehensive in relation to the numbers of factors. The study found that although there is room for improvement for both scales, the Marsh's scale is psychometrically more sound, and theoretically more comprehensive than Ansari and Ansari's scale.

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Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1

Cited by 67 publications

References 9 publications

Pharmacy Students' Approaches to Learning in Undergraduate and Graduate Entry Programs

Pharmacy Students' Approaches to Learning in Undergraduate and Graduate Entry Programs

Pharmacy Students' Approaches to Learning in an Australian University

A Psychometric Evaluation of Two Teaching Effectiveness Scales

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