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Students' reactions to a studio-based teaching and learning philosophy in the three year IT degree
Conference paper   Peer reviewed

Students' reactions to a studio-based teaching and learning philosophy in the three year IT degree

A Carbone, Kathryn Lynch, A Barnden and C Gonsalvez
Proceedings of the 2002 Higher Education Research and Development Society of Australasia Annual International Conference, pp.83-91
Higher Education Research and Development Society of Australasia (HERDSA) Annual International Conference: Quality Conversations, 2002 (Perth, Australia, 2002)
Higher Education Research and Development Society of Australasia (HERDSA)
2002
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Abstract

Curriculum and Pedagogy studio-based teaching and learning portfolio assessment evaluation information technology
In 1999, the School of Information Mangement & Systems at Monash University began the implemention of a novel approach to the teaching of an undergradtuate information technology degree. This paper reports on components of the evaluation conducted into students' perceptions of the effectiveness of this teaching approach eighteeen months after its implementation. A total of one hundred and three undergraduate students from two hundred and eighty students across the three year levels of the Bachelor of Information Management & Systems, participated in the research. Overall, students preferred learning using this type of approach as compared to the standard lecture-tutorial, though this satisfaction was hindered at each year level by students' disappointment over the subject content, and the overall content of the degree. Included in this paper are the findings from the evaluation and insights into various reasons for the the students' reactions to the teaching and learning approach used in the degree.

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