In Their Own Voices: Integrating foreign-language texts in regional geography courses

Cromley, Ellen K.; Bilokur, Borys

doi:10.1080/03098269985272

Cited by 5 publications

(2 citation statements)

References 11 publications

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“…The pages of JGHE contain many examples of evaluations based on student questionnaire responses, such as Light and Phinnemore's (1998) end-of-eldwork questionnaire which revealed those aspects of the trip to Romania most valued by the students and the need to reconsider preparatory teaching. Cromley and Bilokur (1999) employed the use of a written open-ended student evaluation to provide immediate feedback on the use of foreign texts in a regional geography course. A recent development in this approach is to use an online feedback form, which can be more rapidly modi ed and disseminated than a paper version, such as Graham and McNeil's (1999) assessment of the Internet for distance learning.…”

Section: Using Student Evaluations: An Index Of Satisfaction?mentioning

confidence: 99%

Evaluating Changes in Learning and Teaching

2001

Journal of Geography in Higher Education

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Editorial Evaluating Changes in Learning and TeachingThe Journal of Geography in Higher Education receives many papers presenting developments in learning and teaching methods. Some of these are original pieces of pedagogic research that may appear as 'mainline' papers, others aim to disseminate good practice or advice and as such may appear as a 'resource' paper. For example, the 1990s witnessed tremendous innovation in the use of the WWW in higher education teaching and greater emphasis upon student acquisition of skills. In response JGHE has published many articles on the most effective use of new technologies and innovative methods of enhancing student acquisition of skills. A challenge for the reviewers of such papers submitted to JGHE is the evaluation of the claims made by many authors about the educational effectiveness of their innovative learning strategy or use of the new technology. The purpose of this editorial is to discuss and provide some guidance on the ways prospective authors can better present the results of their learning innovations and new educational ideas.In writing this editorial I have taken the premise that the author has decided to change the way in which she/he teaches an aspect of their geography course and wishes to disseminate this new practice as a successful (or even unsuccessful) innovation. The discussion below is structured around a series of issues rather than a checklist of methods. The reason is simple: the international audience of JGHE means that there is a range of higher education contexts and consequently there is no universally accepted approach. For example, in the UK it is uncommon for the same course to be taught twice in the same academic year so evaluations of any learning strategy are often based on subsequent years, encompassing the complexity of changes in composition and educational background of the students. Hence comparisons are dif cult. This complexity is lessened, but not eliminated, in institutions-for instance in North America-where a course can be taught in one semester and is repeated, with changes in teaching, in the same academic year. Establish the Criteria for 'Success'We need to think about the evaluation before the introduction of any new teaching method. This probably seems too obvious to need stating but often papers presented to JGHE concentrate on what was done with too little explanation of why this was done. Hence a standard pattern is for a paper to present, sometimes uncritically, an anticipated pedagogic improvement from a learning strategy with very little context for geography students. This is followed by an assessment that emphasises the practical problems of implementation with an examination of the responses from a student evaluation yielding Editorial a high 'satisfaction index' as evidence of the value of the innovation. But if students were 'happy' with the teaching before the new strategy, what is the real reason for the change? Typically the criteria cited are:· to promote greater (critical) understanding; · to develop ski...

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Section: Using Student Evaluations: An Index Of Satisfaction?mentioning

confidence: 99%

Evaluating Changes in Learning and Teaching

2001

Journal of Geography in Higher Education

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“…England, 1999); and through the 'Other', whereby the 'Other' is a mode of delivery (e.g. Cromley & Bilokur, 1999). This JGHE symposium is concerned with a broad range of issues that pertain to one speci c group of 'Others'.…”

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What's the Big Deal? Resource and pedagogical implications of teaching geography to non-geographers

McKendrick¹

2001

Journal of Geography in Higher Education

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This paper introduces the theme of 'teaching geography to non-geographers'. It is set against the context of learning and teaching with the 'Other' in geography. At the outset a working de nition of a 'non-geographer ' is provided. The resource and pedagogical implications arising from teaching geography to non-geographers are then outlined. Finally, the contributions to this broader debate from the ve case studies that comprise this JGHE symposium are summarised.

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Border Crossings in the Classroom: The International Student Interview as a Strategy for Promoting Intercultural Understanding

Pandit¹,

Alderman²

2004

Journal of Geography

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In Their Own Voices: Integrating foreign-language texts in regional geography courses

Cited by 5 publications

References 11 publications

Evaluating Changes in Learning and Teaching

Evaluating Changes in Learning and Teaching

What's the Big Deal? Resource and pedagogical implications of teaching geography to non-geographers

Border Crossings in the Classroom: The International Student Interview as a Strategy for Promoting Intercultural Understanding

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