student in teacher learning

Topics: Education, Quality management, Learning Pages: 10 (3734 words) Published: October 12, 2014
Involving students in teaching and learning: a necessary evil?

Downloads: The fulltext of this document has been downloaded 627 times since 2006 DOI (Permanent URL): 10.1108/09684889710189093
Article citation: H. McIlveen, K. Greenan, P. Humphreys, (1997) "Involving students in teaching and learning: a necessary evil?", Quality Assurance in Education, Vol. 5 Iss: 4, pp.231 - 238

The Authors
H. McIlveen, Lecturer at the School of Leisure and Tourism, University of Ulster at Jordanstown, Newtonabbey, Norther Ireland K. Greenan, Lecturer at the School of Management, University of Ulster at Jordanstown, Newtownabbey, Northern Ireland P. Humphreys, Lecturer at the School of Management, University of Ulster at Jordanstown, Newtownabbey, Northern Ireland Acknowledgements

The authors would like to acknowledge the valuable contributions of Ms C. Woodside and Mr C. McLean, Faculty of Business and Management. Funding for this project was provided by the Educational Development Unit at the University of Ulster. Abstract

Quality has permeated higher education in various guises. Investigates the potential for improving quality in the consumer studies teaching process, through group work, presentation skills and peer/self assessment techniques, culminating in a final questionnaire and group discussion. Students accepted groupwork, while they were less enthusiastic about peer assessment. They consistently overrated and although appearing to recognize good and bad presentations, this was reflected more in their qualitative feedback, rather than in the final marks awarded, perhaps reinforcing the belief that what the technique lacks in terms of precision, it compensates for in learning quality. Final-year students developed their discriminatory abilities but were sceptical of the benefits, while year-two students, although willing, actually marked more generously. Ultimately, there is a need to continue to involve students and to see evaluation in a positive, developmental light, incorporating qualitative feedback to define and assess teaching quality more correctly. Article Type:

 
Case study
Keyword(s):
 
Group working; Participation; Presentations; Self-assessment; Skills; Students. Journal:
 
Quality Assurance in Education
Volume:
 
5
Number:
 
4
Year:
 
1997
pp:
 
231-238
Copyright ©
 
MCB UP Ltd
ISSN:
 
0968-4883
Background - the case for student involvement
There is much debate about the attributes and indicators of “quality” in teaching and learning, given additional impetus by a wide range of activities including quality audit, assessment, total quality management, ISO 9000 series, student charters and league tables. Although necessary, however, the diversity of such initiatives is apparent; quality can be a problematic concept which is difficult to define, implement and measure, particularly in an environment of diminishing resources (Fry, 1995). The tendency has been to concentrate more on the broader vision and on efficient resource use, and less on achieving ownership and continuous improvement at the point of delivery, even though it is the effectiveness of the latter which will determine the ultimate quality of learning. Indeed, this may have served to reinforce the indifference among some academics towards seriously addressing the improvement of teaching and learning (Saunders and Saunders, 1995). Learning by doing is the theory, yet in education systems which are resistant to change, mistakes are more often diagnosed and penalized, rather than built on as learning opportunities. Similarly, small group teaching has more advocates than practitioners (Jackson and Prosser, 1989). The problem may be of reconciling tutor and student viewpoints and of convincing both that this is an essential part of good quality teaching. Increasing impetus is now being placed on the importance of obtaining feedback from students, in order to define and assess teaching quality more correctly but the level of...

References: [Manual request] [Infotrieve]
Jackson, M.W., Prosser, M.T (1989), "Less lecturing, more learning", Studies in Higher Education, Vol
[Manual request] [Infotrieve]
Pennington, G., O’Neil (1994), "Enhancing the quality of teaching and learning in higher education", Quality Assurance in Education, Vol
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