Engaging Students in learning-centred teaching and responding to needs – what do they say works?

Rosa Bruce

Pedagogy theory in learning-teaching emphasises the importance of both authentic teacher qualities and learner-centred strategies, to improve student learning outcomes (Broughan & Hunt, 2012; Kreber & Klampfleitner, 2013). Research exploring these concepts has ascertained that there are differences between how lecturers and students define and understand both: authenticity in teaching and teaching effectiveness (Kreber & Klampfleitner, 2013). An important point to consider, when striving to be a learner-centred teacher. For teaching to be learner-centred, not only does the teacher need to be informed by evidence from pedagogy literature, they also need to be informed by the student perspective. After all, learning-teaching is a two-way process, that is not linear and learning needs vary from one student to the next. There is a growth in research literature about University teaching advocating for the use of technology and student self-directed learning through online media (Rashid & Asghar, 2016). Research results in terms of student academic performance are variable, with a recent study indicating increased student engagement online does not significantly effect results in student academic performance (Rashid & Asghar, 2016). In addition to this, there is variability in the ways student engagement is defined, enacted and encouraged (Baron & Corbin, 2012; Zepke, Leach & Butler, 2013). Some studies exploring University student perspectives, identified the following priorities for students: opportunities for face to face discussion, teachers providing feedback focussed on improving learning, teaching in ways that enable learning, teachers being enthusiastic about their subject and caring about the students' learning needs (Broughan & Hunt, 2012; Zepke, Leach & Butler, 2013). In line with this year's USC Learning-Teaching Week theme, partnerships in learning and teaching, this discussion presentation aims to explore, together with students themselves, as partners in learning-teaching; student perspectives of their learning needs in occupational therapy courses taught by the author. Teaching and learning activity initiatives will be discussed from the teacher (lecturer) perspective and the learner (student) perspective. This discussion paper will include how the author responded to student informal and formal feedback to modify learning activities, teaching strategies, use blended learning and support student learning to meet course objectives. A panel of volunteer student representatives will share their learning experiences of both what does and does not support their learning. The discussion will include examples of initiatives taken by the author (lecturer) to respond to this and how the initiatives influenced their success and engagement with learning as occupational therapists in training.

Engaging Students in learning-centred teaching and responding to needs – what do they say works?

Files and links (2)

Abstract

Details

Metrics