The Learning Experience of Students in Middlesex University Business School (MUBS): Why do they enjoy some modules/lectures and dislike others?

Abstract

The context of teaching in higher education has changed rapidly in the last decade. The purpose of this paper is to explore what students today really want, what they expect of the lecturers and why they prefer some modules or courses but dislike others. Specifically, the study looks at the learning benefits of lecturing as 'good education' context vs. lecturing as 'entertainment' context. Overall, thirty seven focus groups were convened within Middlesex University Business School. It was found that students still regarded lecturing as an important means of learning. Learning is regarded as a comprehensive experience rather than single activity. Motivation, however, is the key to success. Students appreciate those lecturers who are not only 'knowledgeable' but also 'skilful' in teaching, good at getting information across and 'caring' in the process of student learning. They enjoy those modules which stimulate deep learning, adopt a pedagogical style and deliver positively on the ten evaluation criteria highlighted in the conceptual framework of this study. Perception of any one particular module can vary if the module is delivered strongly in one single dimension. Most importantly, the perceived learning support is regarded as critical and should be managed as a strategic asset, especially in universities which enjoy large numbers of students but relatively poor facilities.

How do Lecturers Teach?: Students’ Assessment of Lecturers’ Attributes in a Selected University in Zimbabwe

“…It is the ability to motivate students through being enthusiastic and entertaining (Heffernan et al, 2009;Barnes & Lock, 2010). According to Jin (2000) a dynamic lecturer is one who is interesting, charismatic and humorous. Research has revealed that dynamic delivery entails preparing students for examinations giving clear explanations, using good examples, varying delivery methods, using students' native language discreetly (Grieniel-Fuhrmann, 2003;Rammal, 2006;Xiao, 2006).…”