Rethinking University Teaching

Laurillard, Diana

doi:10.4324/9780203160329

Cited by 473 publications

(309 citation statements)

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“…What sometimes happens during the process of evaluation is the opposite: these professors are viewed with suspicion by their own peers (Laurillard, 1993).…”

Section: What Professors and Students Can Domentioning

confidence: 99%

“…Nevertheless, in the study of science, students also need to understand concepts through idiosyncrasies (Entwistle, Entwistle, & Tait, 1992). Laurillard (1993) argued that academic learning must be different from day-to-day learning and this difference involves the distinction between education and perception. The professors' task involves the mediation of learning.…”

Section: What Professors and Students Can Domentioning

confidence: 99%

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Tutorial Teaching: A New Paradigm for the Development of Competencies

Ferreira

2013

ECPS

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“…What sometimes happens during the process of evaluation is the opposite: these professors are viewed with suspicion by their own peers (Laurillard, 1993).…”

Section: What Professors and Students Can Domentioning

confidence: 99%

Section: What Professors and Students Can Domentioning

confidence: 99%

Tutorial Teaching: A New Paradigm for the Development of Competencies

Ferreira

2013

ECPS

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“…Learning and thinking are not separate from the subject matter of learning, and as Marton and Ramsden (1988) write, "their character should be defined by the imperatives of that subject matter". Laurillard (1993) writes that the teacher's design and interpretation of the material shall greatly affect the nature of learning material and therefore student learning. Also, it is important to note that, besides the teacher or any other media, the learner's cognitive structure will have a bearing too.…”

Section: Nature Of Learningmentioning

confidence: 99%

Continuing Professional Development

2015

J Med Imag Rad Onc

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This paper examines the role 'reflection' plays in continuing professional development (CPD), and draws implications for online professional development. While doing so, online CPD is related to individual cognitive structure, community of professional practice, online collaboration, and the cultural contexts of practitioners. Continuing Professional DevelopmentProfessional development in any profession has traditionally been considered as a one-time affair in one's career (i.e. pre-service education); though changing professional needs necessitate in-service/on-the-job professional development the activities of which include either a full-time certificate or diploma or accumulation of credit hours of professional development training or even professional socialisation and dialogue in seminars, roundtables and conferences. In many cases these include a series of unrelated events to meet certain professional requirements of the time, and may not have a life-time professional development/learning schema. Professional development, on the other hand, needs to be seen as related to professional practice and culture of continuous learning within a learning organization. The conceptual clarification on professional development given by Guskey (1999) sounds appropriate: "those processes and activities designed to enhance the professional knowledge, skills, and attitudes of educators so that they might, in turn, improve the learning of students … it also involves learning how to redesign educational structures and cultures" (p.16). He also argues that the deficiency approach (i.e. professional development activities to contribute to make up one's deficiencies of knowledge and skills) is itself deficient, and should cover a wider canvas of continuing professional development (CPD) so as to keep pace with the emerging knowledge base of the profession and its conceptual and craft skills.Guskey (1999) further notes that continuing professional development, as a process, should be: i) intentional: i.e. professional development activities are based on purposes which are linked to broader vision of the profession;

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“…These are qualities that are found in the best of traditional teaching, but which are often lost when courses make poorly considered use of technology. 1 In many cases, however, interaction remains limited to that between learner and computer, with teachers offering little or no feedback either during or after use of the package. 2 More recently, sophisticated teaching packages that allow direct interaction between learner and teacher (and between learners) have become available, particularly through the internet.…”

Section: Approaches To Teaching Using Computersmentioning

confidence: 99%

Evaluating web-based learning modules during an MSc programme in dental public health: a case study

Holt

Oliver

2002

Br Dent J

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The introduction of web-based learning in dentistry has raised important educational questions about the efficacy of different teaching approaches. However, studies to date have drawn conclusions that appear conflicting, or at the least, ambiguous. In this paper, it will be argued that an over-simplistic view of education and an inappropriate use of methodology have both contributed to this confusion. These points will be illustrated through the use of a case study of web-based learning in dental public health.

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Rethinking University Teaching

Cited by 473 publications

References 0 publications

Tutorial Teaching: A New Paradigm for the Development of Competencies

Tutorial Teaching: A New Paradigm for the Development of Competencies

Continuing Professional Development

Evaluating web-based learning modules during an MSc programme in dental public health: a case study

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