Teaching and learning across disciplines: student and staff experiences in a newly modularised system

Hennessy, Eilis; Hernández, Mauro; Kieran, Patricia; MacLoughlin, Henry

doi:10.1080/13562517.2010.507301

Cited by 7 publications

(10 citation statements)

References 18 publications

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“…The results of the study revealed that the most important criterion that determines pre-service and inservice EFL teachers' preferences of the GK elective courses is their 'personal needs and interests' with a frequency of 628 (57.5%) among 1093 participants. The study has the same findings with Daly and Last (2017), Hennessy, Hernandez, Kieran, and McLoughlin (2010), Palmer, Burke, and Aubusson (2017), Purcell, Dunnion, and Loughran (2010), Sabir, Ahmad, Ashraf, and Ahmad (2013), Samara (2015), Stiles-Clarke and MacLeod (2016), Tezcan and Gümüş (2008) and Ulusoy et al (2012)'s studies in which participants stated their needs or interests as one of the important determinants in choosing a course. As students enroll in many courses throughout their education and these courses are mostly compulsory, they can make the most of the opportunity and choose as they wish when they are given a chance.…”

Section: Discussionsupporting

confidence: 78%

Views on general knowledge elective courses of ELT departments: Suggested syllabus for diction course

Akbay¹,

Cesur²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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Turkish Council of Higher Education (CoHE) has updated the curriculums of teaching programmes recently by increasing the percentage of the elective courses. This change became the focus of this study. The study aims to find out the four most preferred General Knowledge (GK) elective courses among English language teachers and the criteria that determine their preferences and to design a syllabus for the most preferred course. It incorporated two phases and in the first phase, mixed method sequential exploratory research design was carried out. Having reviewed the curriculums of ELT departments of all 45 state universities, the researchers made a document analysis on the GK electives and developed a questionnaire which was conducted to 1093 participants online. The data were analyzed by Microsoft Excel and SPSS 21.0. Mixed method sequential transformative research design was used in the second phase. Having done a document analysis, a questionnaire was developed, and administered to 114 English language teacher educators online. The data were analyzed by Microsoft Excel and SPSS 21.0. The findings of the first phase indicated that the four most preferred GK elective courses were 'Diction', 'Presentation Skills', 'Human Relations and Communication' and 'Language and Culture', and 'personal needs and interests' was the most important criterion. From the results of the second phase of the study, 18 topics were specified to suggest a topic-based syllabus for 'Diction'. Based on the findings of the study, some implications for ELTPs and for further research were presented at the end of the study.

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Section: Discussionsupporting

confidence: 78%

Views on general knowledge elective courses of ELT departments: Suggested syllabus for diction course

Akbay¹,

Cesur²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Identifying different motivations behind the choice of elective modules has been the subject of several empirical studies, but these studies tend to investigate at the programme level rather than at the module level. For example, Hennessy et al (2010), Howorth (2001) and Koceic et al (2010) analysed the reasons for choosing programme and non-programme electives by specialist and non-specialist students and identify both intrinsic and extrinsic motivations. They suggested that a deep learner may adopt a surface learning strategy when the system encourages them to choose a module that they perceive to be much easier than others but not necessarily of interest.…”

Section: Modules Majors Programmes and Universitiesmentioning

confidence: 99%

What determines students’ choices of elective modules?

Hedges

Pacheco

Webber

2014

International Review of Economics Education

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Promoting students' self-efficacy through audience response systems (PaperSession 2A) This paper details the initial developments of a teaching protocol aimed at increasing students' self-efficacy, defined as a student's self-confidence at performing academic tasks.In the current climate of competition for the enhancement of teaching practice in HE, students run the risk of being placed 'at the heart of the system' in a passive way: more as receivers of a service, rather than primary actors and confident owners of their learning experience. In response, we argue that investment should be targeted at creating confident individuals, who are progressively autonomous in tackling academic tasks, and adequately prepared for the transition to their future career or studies. Our approach makes intense use of Audience Response Systems (ARS). In particular, we employ ARS devices: (i) to assess the student's ability at performing a task, and (ii) to collect feedback on the student's confidence at delivering a good performance. This allows us to compare objective and subjective evaluation of a student's performance, and to devise opportune responses that consolidate learning and that increase the student's self-efficacy at the same time. There is a dearth of evidence into the promotion of self-efficacy. Our preliminary analysis adds to this literature and opens up further evidence-based opportunities.BALDER, Erik (University of Utrecht, Netherlands) Using economic contexts to advance in mathematics (Paper -Session 2B)The mathematical skills that many graduate schools in Economics require go beyond what is on offer at the undergraduate level in Economics. Therefore it makes sense for motivated undergraduates to start filling this gap in their senior year.The paper to be presented (a companion book is in the making) explains how, within the context of one coherent course on topics in Economics, a variety of skills, as required in linear algebra, advanced and vector calculus, convex analysis and optimization, can be taught to such students.These skills are both conceptual and computational, and are developed within the contexts of fitting data (least squares method), arbitrage pricing of financial derivatives (for a discrete probability space) and microeconomics. The course leaves optional room for some training in mathematical reason and proof.Next to the well-known advantages that contextual learning of mathematics can offer, such a single course achieves considerable economy of means for the motivated undergraduate student. BALKENBORG, Dieter and MILLER, Tim (University of Exeter, UK) Teaching bank runs with classroom experiments (Workshop -Session 6B)We present the Bank Run teaching experiment, which demonstrates the Diamond-Dybvig (1983) model. It is one of the most versatile experiments provided online by the FEELE lab and can be used in many different economic modules. We explain the experiment in this session and thereby illustrate how to access and use the FEELE online resource for economic classroom experiments. B...

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“…However, modular education may also reduce high school dropout through an arguably undesirable mechanism. Moreover, Hennessy et al (2010) estimated that 46.4% of the surveyed students opted for a particular module because they thought it would be an easy option. This problem was recognised by Rust (2000), who found that pupils tend to enroll into modules just to 'tick them off' instead of gaining additional knowledge about a topic.…”

Section: Modular Education May Influence High School Dropoutmentioning

confidence: 99%

“…This problem was recognised by Rust (2000), who found that pupils tend to enroll into modules just to 'tick them off' instead of gaining additional knowledge about a topic. Moreover, Hennessy et al (2010) estimated that 46.4% of the surveyed students opted for a particular module because they thought it would be an easy option. Although this theoretical mechanism predicts that modular education may reduce high school dropout, it may also lead to a drop in educational quality.…”

Section: Modular Education May Influence High School Dropoutmentioning

confidence: 99%

The effect of modular education on school dropout

Mazrekaj

Witte

2019

British Educational Res J

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Modular education refers to the division of conventional courses into smaller components or modules. Each module enables students to obtain a partial certificate that can be combined into a qualification. This article evaluates whether modular education, which is widely used in secondary and tertiary education, has been effective in reducing school dropout. For this purpose, the study exploits a policy change in the Flemish Community of Belgium, which recently introduced modular education for some programmes. Using a difference-in-differences framework with diverse adoption dates per school, the results indicate that modular education may significantly reduce school dropout by 2.5 percentage points, with the largest effects on foreign origin students. Therefore, modular education is likely to be an effective policy to tackle school dropout and reduce the ethnic attainment gap. Additionally, students enrolled in modular education are more likely to be employed and to incur higher earnings on the labour market.

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Teaching and learning across disciplines: student and staff experiences in a newly modularised system

Cited by 7 publications

References 18 publications

Views on general knowledge elective courses of ELT departments: Suggested syllabus for diction course

Views on general knowledge elective courses of ELT departments: Suggested syllabus for diction course

What determines students’ choices of elective modules?

The effect of modular education on school dropout

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