University Teaching is an introductory course in teaching and learning in tertiary education, designed by staff at the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong. With input from instructors, guests and interviewees, including teaching award winners, students, and experts in the fields, you will be exposed to research evidence in relation to effective university teaching and practical instructional design strategies. You will also be exposed to multiple examples of effective teaching, and hear the views of teachers whose teaching has been judged to be excellent. More specifically, University Teaching will help you to address the following questions: - What does teaching in higher education involve? - What does research evidence tell us about effective teaching in higher education? - How can we ensure that our instructional design will help our students achieve their intended learning outcomes? - What pedagogic options do we have to make our teaching successful? - What assessment and feedback practices can help our students learn more effectively? After completing the learning tasks in this course, you will be able to: - Discuss the teaching and learning context in higher education and reflect on the potential challenges and opportunities you might encounter. - Explain key teaching and learning concepts and relevant evidence in relation to effective university teaching. - Analyse the relationships between various aspects of teaching and student learning. - Identify a range of instructional strategies to support effective student learning. - Apply key concepts to the structuring of course outlines and lesson plans in order to create learning experiences to support successful student learning. Course trailer: https://www.youtube.com/watch?v=ZJu-dViz3NE Course outline: http://www.cetl.hku.hk/wp-content/uploads/2017/03/CETL-MOOC-course-outline.pdf
Teaching and learning approaches
Loading...
来自 The University of Hong Kong 的课程
University Teaching
120 个评分
从本节课中
What does research tell us about effective teaching in higher education?
This module focuses on a selection of established research evidence on effective university teaching in higher education for you to learn what works, what doesn’t, what helps, and what hinders. No overwhelming literature review. These are only selected essentials.
与讲师见面
Dr. Lily Min ZengAssistant Professor (course designer)
Centre for the Enhancement of Teaching and Learning
Tracy, Xiaoping ZouDr.
Centre for the Enhancement of Teaching and Learning
Do you still remember this onion?
Curry put student instructional preference such as individuals' choice of environment
for learning as the outermost layer of her onion model,
which means students' instructional preferences
interact most directly with the learning environment,
such as the demand of assessment,
the nature of the task, teachers' approaches to teaching,
teacher expectations, and so on.
The middle layer of her learning style onion is information processing style
such as individual's intellectual approach to assimilating information,
which interacts less directly with the environment
and is more stable than instructional preference.
The innermost layer is cognitive personality style
such as individual's approach to adapting information,
which is an underlying personality dimension.
It does not interact directly with the environment and is most stable according to Curry.
So how much impact do teachers have on students' preferences in learning?
We will start small in this video to look at student approach to learning,
which belongs to the information processing layer of Curry's onion model,
teacher approach to teaching, which is a part of the learning environment,
and how they interact with each other to seek for implication for our practice.
Let's look at student approach to learning first.
Here is a question.
In your opinion, which of the following learning approaches
is more likely related to higher quality learning outcomes?
Option A and B in this question describe extremely surface and deep learning approaches
defined by John Biggs and his colleagues.
Through extensive qualitative and quantitative studies in different parts of the world,
educational researchers found that student intention in learning ranged from getting a degree
to looking for deep understanding.
In line with such intentions, students used different learning strategies.
The choice of strategy is a behavioural expression of student's learning motivation.
Student approach to learning therefore is defined in terms of motivation
and strategy components in the process of learning.
Option A in this question represents an extremely surface approach to learning.
Obtaining a qualification is the motivation component of this approach.
The learning is motivated by the fear of failure.
So learning strategies in this approach involve rote memorizing information needed for assessment,
sticking closely to the course requirements, doing the minimum for assessment,
focusing on discrete elements without integrating them,
and failure to distinguish principles from examples.
Option B represents an extremely deep approach to learning.
The motivation component of it is self-actualisation through learning.
This approach indicates an interest in the subject matter of study.
The intention is to understand the learning materials.
So learning strategies involve meaningfully memorizing information for later use,
relating new ideas to previous knowledge, relating concepts to everyday experience,
and relating evidence to conclusions.
This approach means extra time and work beyond course requirements until one can form one's
own conclusion or understanding.
Back to the question we asked, which of these approaches is more likely related to
higher quality learning outcomes?
Research has consistently demonstrated
the correlations between students' deeper approaches
to learning and higher quality learning outcomes.
However, it will become a bit tricky to answer this question
if we replace 'higher quality learning outcomes' in the question with 'higher scores',
because 'high scores' don't necessarily mean 'high quality learning'
unless they measure high quality learning.
For example, student X, who normally approaches learning by rote memorization,
may find the strategy won't work if the assessment involves
presenting one's own critical analysis on ideas.
So this student may go deep because of the demand of the learning environment.
He or she can only obtain 'higher scores' if he or she goes deep.
For another example, student Y is a student who normally engages deeply with learning
materials and searches for deep understanding.
He or she may choose strategically to recite the specific facts
when he or she finds that
the achievement will be measured based on the accuracy of his or her memory of the facts.
In this case, surface approach may be correlated with 'high score' instead of deep approach.
There can be many possible interactions between student and the learning environment.
In both examples, students decide to learn in certain ways as a result of their interpretations
of the learning environments.
That is why scholars in this field have reminded people
not to categorize student s as 'surface learner' or 'deep learner'.
Rather they should be seen as a function of individual characteristics and
the learning environment such as teacher's approach to teaching.
the demand of assessment, teacher expectations, and so on.
Now that we know deeper approach to learning was found to be related
with higher quality learning outcomes.
In your opinion, which of the following teaching approaches
is positively related to student deep approach to learning?
What is your choice?
Option A and B in this question describe two extreme categories of teaching approaches
proposed by Trigwell, Prosser and their colleagues.
Along the continuum between the two extremes, there are three other categories.
Similar to student approaches to learning,
each teaching approach has an intention and a strategy component.
Option A represents an extreme of information transmission or teacher-focused approach where
the intention is to transmit information to the students.
The teaching strategies involve a focus on detailed information
instead of the relationship between them,
and helping students to pass the formal assessment
instead of engaging them actively in learning.
Option B represents an extreme of conceptual change or student-focused approach.
The intention here is to help students change their conceptual understanding of the subject.
The teaching strategies involve a focus on helping students to construct their own knowledge.
Students are given the responsibility to produce new conceptions.
What the students are doing is considered more important than what a teacher is doing.
The other three approaches between these two extremes along the continuum are
teacher-focused strategy with the intention that students acquire the concepts of the discipline,
Teacher and student interaction strategy with the intention
that students acquire the concepts of the discipline, and
student-focused strategy aiming at helping
students to develop their conceptions.
Back to the question we asked, which of these approaches to teaching is positively related
to student deep approach to learning?
Research found more student-focused approach to teaching
was correlated with student deeper approach to learning.
In the classes where teachers described their teaching
to have a focus on transmitting knowledge and on what they did,
students were more likely to report a surface approach to learning.
In the classes where student reported significantly deeper approaches to learning,
teaching staff in the same research were more likely to
describe their teaching as having more emphasis on
what students did and on changing the student conceptions.
So what kind of learning do you want to encourage among your students?
What kind of learning environment would you like to offer to support such kind of learning?
These are big questions.
There can be many reasons why students learn in certain ways and why they reach certain
levels of achievement.
Some might be due to their interests.
Some can be traced back to their previous learning experiences.
As students continue to learn, their experiences continue to shape their perceptions
and behaviours in learning.
We, teachers, will inevitably be involved in students' learning history.
What we do might shape students' future learning as well.
What we discussed in this video only touches on one aspect of the possible relationship
between our teaching and student learning.
I hope it can offer some food for thoughts about how you could approach your teaching.
