What the Student Does: teaching for enhanced learning

Biggs, John

doi:10.1080/0729436990180105

Cited by 1,198 publications

(1,112 citation statements)

References 13 publications

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“…This would imply a major setback in quality, to the extent that the implication and degree of autonomy of the student are key factors in good learning outcomes (see, for example, Biggs andTang, 1999 or Ramsden, 2003). On the other hand, students may feel that they have the right to determine how they should be taught or assessed: "I'm not going to pay someone who expects me to learn all this stuff by myself" was the recent response in our institution to a lecturer who asked students to go to the computer lab to become familiar with a program (Bay and Daniel, 2001, p. 6).…”

Section: Student-customer Satisfaction: the New Priority Focus Of Polmentioning

confidence: 99%

Students as customers: a paradigm shift in higher education

Royo

2017

Annual Review

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Increasingly, higher education students are being considered as customers or clients. But this new way of seeing students implies a substantial change in the traditional notion of the student. The idea of student-customers goes beyond the demand for proper attention to the student: it is part of an entirely new paradigm in higher education, which also includes other factors, such as the idea of higher education as a competitive market, public reputation as an institutional priority associated with a greater capacity for attracting and satisfying students, study programmes conceived by the students as an important personal and economic investment, curricula designed with a clear professional development orientation, quality systems centred on the value of customer satisfaction, and a new way of understanding educational relationships between students and faculty. This paradigm is the everyday way of thinking in some countries, while in others, such as Spain, it is slowly breaking through only now. This paper analyses this paradigm via an extensive bibliographical review of the research on the different factors that characterise it and its impact on the quality of the learning processes and the social function of universities.

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Section: Student-customer Satisfaction: the New Priority Focus Of Polmentioning

confidence: 99%

Students as customers: a paradigm shift in higher education

Royo

2017

Annual Review

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“…Such a student-centered, collaborative, learning strategy [can] transform students from being passive, teacher-dependent, uncritical recipients and reproducers of information into engaged, questioning, reflective and autonomous learners. (Gardiner, 1996, p. 2) Clearly then, student-centered and collaborative Writing Center tutoring practices would be required in a constructively-aligned curriculum (Biggs, 1999).…”

Section: Resultsmentioning

confidence: 99%

“…If tutors are able to adopt approaches that are in keeping with these understandings and values, then they will contribute to a constructively-aligned curriculum, with components addressing the same agenda and supporting each other (Biggs, 1999).…”

Section: Discussionmentioning

confidence: 99%

Transfer of learning in the development of peer tutor competence

Brandt¹,

Dimmitt²

2015

Learning and Teaching in Higher Education: Gulf Perspectives

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Many universities run Writing Centers to provide support for students wishing to improve their academic literacy. These centers are ideal venues for peer tutoring, which may benefit both student-tutors (through tutoring skills development), and those tutored (through opportunities to discuss writing with a supportive peer). In the context of a university in the GCC region, peer tutors, prior to working, must complete required Communication courses. The syllabuses reflect student-centered and collaborative post-process writing approaches, where scaffolding is emphasized over direction, and word-by-word instructor correction of student writing is de-emphasized. Peer tutors also undergo preparation aimed at equipping them with an understanding of the rationale for these approaches and the skills needed to adapt them to tutoring. Given these experiences, the researchers set out to determine whether tutors are able to articulate such understandings and apply them to tutoring. Interconnected interpretative methods were deployed, including tutoring observation, consultation-conversation analysis and semi-structured interviews with tutors. Results indicate that tutors have significant recent experience of non-directive writing classes and may be aware of the rationale and benefits of such approaches. However, in their tutoring, content appears to be transferred from their most recent experiences but their style relies on instruction predominated by telling, explaining, demonstrating and directing, reflecting formative experience at school. The relationship between tutors' experience, preparation, articulation and practice is explored, and recommendations are made to enhance Writing Center practices, in line with the concept of a constructively-aligned instruction system where all components address the same agenda and support each other.

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“…This constructive alignment has also been found to be associated with greater frequency of the deep approach and in turn, higher quality student learning (Biggs, 1999). Research has shown that students' perceptions of alignment in teaching are a good indicator of this construct and are similarly associated with the deep approach to learning (Parpala et al, 2010).…”

Section: Overview Of Learning and Course Perception Constructsmentioning

confidence: 95%

Assessing Teaching Format as it Applies to Motivation and Perceptions of Teaching and Learning in Geological Sciences Education

Merchant

Dees²

2017

IJE

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Objective: This study sought to compare the motivation and classroom level perceptions of students participating in three different classroom formats (i.e. lecture only, data/lecture, lab/data/lecture). Method: A Multivariate Analysis of Variance (MANOVA) was used to compare subscales from the Motivation Strategies and Learning Questionnaire (MSLQ) and Experiences of Teaching and Learning Questionnaire (ETLQ) across the three teaching formats. A correlational analysis was then conducted examining relationships within and between MSLQ and ETLQ subscales and select student outcomes. Results: Teaching format was not found to be a significant factor in relation to student motivation or class level perceptions except for the perception of choice which was higher for the lecture only format. A strong collection of correlations suggest that classroom and teacher level variables are positively related to deep learning. Conclusion: This study found that class format is not as impactful on student level outcomes as is their perception of the learning environment and teacher interactions.

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What the Student Does: teaching for enhanced learning

Cited by 1,198 publications

References 13 publications

Students as customers: a paradigm shift in higher education

Students as customers: a paradigm shift in higher education

Transfer of learning in the development of peer tutor competence

Assessing Teaching Format as it Applies to Motivation and Perceptions of Teaching and Learning in Geological Sciences Education

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