Enhancing Learning and Teaching Through Student Feedback in Social Sciences

Enhancing Learning and Teaching Through Student Feedback in Social Sciences

Author: Chenicheri Sid Nair

Publisher: Elsevier

ISBN: 9781780633527

Category: Education

Page: 230

View: 642

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This title is the second Chandos Learning and Teaching Series book that explores themes surrounding enhancing learning and teaching through student feedback. It expands on topics covered in the previous publication, and focuses on social science disciplines. The editors previously addressed this gap in their first book Student Feedback: The cornerstone to an effective quality assurance system in higher education. In recent years, student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and also other areas of student tertiary experience. This is an edited book with contributions by experts in higher education quality and particularly student feedback in social science disciplines from a range of countries, such as Australia, Europe, Canada, the USA, the UK and India. This book is concerned with the practices of evaluation and higher education quality in social science disciplines, with particular focus on student feedback. The first book of its kind on student feedback specific to social sciences and will be a scholarly resource for all stakeholders to enhance learning/teaching through student feedback Will interrogate student feedback in social science disciplines, on the basis of establishing a better understanding of its forms, purposes and effectiveness in learning Contributions come from experienced academics, experts and practitioners in the area

Enhancing Learning and Teaching Through Student Feedback in Medical and Health Sciences

Enhancing Learning and Teaching Through Student Feedback in Medical and Health Sciences

Author: Chenicheri Sid Nair

Publisher: Elsevier

ISBN: 9781780634333

Category: Education

Page: 220

View: 954

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Student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to improve higher education teaching and learning, and other areas of student tertiary experience. Despite this, little academic literature has focussed on the experiences of academics, higher education leaders and managers. The final title in the Chandos Learning and Teaching Series to focus on student feedback, Enhancing Learning and Teaching through Student Feedback in the Medical and Health Sciences expands on topics covered in the previous publications, focussing on the medical and health science disciplines. This edited title includes contributions from experts in higher education quality, and student feedback from a range of countries, such as Australia, Europe, Canada, the USA, the UK, South East Asia and India. The book is concerned with the practices of evaluation and higher education quality in medical and health science disciplines, with particular focus on student feedback. The book begins by giving a discipline-specific overview of student feedback in medical and health sciences, before moving on to take a global perspective. The penultimate chapter considers the accountability of student evaluations in health and medical sciences, before a conclusion summarises the practices of student feedback and accountability in medical and health sciences, and suggests future improvements. Links student feedback in medical and health science disciplines to establishing a better understanding of its forms, purposes and effectiveness in learning Provides international perspectives on student feedback in medical and health sciences Compares student feedback with key examples of best practices and approaches to enhancing learning/teaching through student feedback in the medical and health sciences

Enhancing Learning and Teaching Through Student Feedback in Engineering

Enhancing Learning and Teaching Through Student Feedback in Engineering

Author: Chenicheri Sid Nair

Publisher: Elsevier

ISBN: 9781780632995

Category: Education

Page: 164

View: 767

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Student feedback has appeared in the forefront of higher education quality, particularly the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and other areas of the students’ tertiary experience. Despite this, there has been a relative lack of academic literature available, especially in a book format. This book focuses on the experiences of academics, higher education leaders and managers with expertise in these areas. Enhancing Learning and Teaching through Student Feedback in Engineering is the first in a series on student feedback focusing on a specific discipline, in this case engineering. It expands on topics covered in the previous book, by the same authors. Valuable contributions have been made from a variety of experts in the area of higher education quality and student feedback in the field of engineering. Will interrogate student feedback in engineering, on the basis of establishing a better understanding of its forms, purposes and effectiveness in learning The first book of its kind on student feedback in engineering education and will be a scholarly resource for all stakeholders to enhance learning and teaching practices thorough student feedback Written by experienced academics, experts and practitioners in the area

Analysing Student Feedback in Higher Education

Analysing Student Feedback in Higher Education

Author: Elena Zaitseva

Publisher: Routledge

ISBN: 9781000526998

Category: Education

Page: 238

View: 664

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Analysing Student Feedback in Higher Education provides an in-depth analysis of ‘mining’ student feedback that goes beyond numerical measures of student satisfaction or engagement. By including authentic student voices for understanding the student experience, this book will inform strategies for quality improvement in higher education globally. With contributions, representing an international community of academics, educational developers, institutional data analysts and student-researchers, this book reflects on the role of computer-aided text analysis in gaining insight of student views. The chapters explore the applications of text-mining in different forms, these include varied institutional contexts, using a range of instruments and pursuing different institutional aims and objectives. Contributors provide insights enabled by computer-aided analysis in distilling the student voice and turning large volumes of data into useful information and knowledge to inform actions. Practical tips and core principles are explored to assist academic institutions when embarking on analysing qualitative student feedback. Written for a wide audience, Analysing Student Feedback in Higher Education provides those making informed decisions about how to approach analyses of large volumes of student narratives, with the benefit of learning from the experiences of those who already started treading this path. It enables academic developers, institutional researchers, academics, and administrators to see how bringing text mining to their institutions can help them in better understanding and using the student voice to improve practice.

Whole Brain® Learning in Higher Education

Whole Brain® Learning in Higher Education

Author: Ann-Louise de Boer

Publisher: Elsevier

ISBN: 9781780634081

Category: Education

Page: 330

View: 669

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Facilitating of learning in higher education can be transformed through the use of Whole Brain® learning. Whole Brain® Learning in Higher Education argues that facilitating learning in Higher Education should undergo transformation in order to develop the full academic potential of all stakeholders following the principles of action research. Empirical data was collected from participants in a number of projects across diverse disciplines. Participants included students, academic staff, instructional designers, and professionals attending short courses at tertiary level. A number of case studies are discussed as evidence for the value of the proposed model for higher education. This title consists of seven chapters, covering: the theoretical framework, baseline study, professional development, studies in Whole Brain® application, learning material that makes a difference, multidisciplinary collaboration, and the way forward. Defines Whole Brain® learning Explains the rationale behind Whole Brain® learning Demonstrates how the model can be applied in facilitating Whole Brain® learning in order to develop the full academic potential of students

Arts-Based Methods in Education Around the World

Arts-Based Methods in Education Around the World

Author: Xiangyun Du

Publisher: CRC Press

ISBN: 9781000796186

Category: Education

Page: 185

View: 299

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Arts-Based Methods in Education Around the World aims to investigate arts-based encounters in educational settings in response to a global need for studies that connect the cultural, inter-cultural, cross-cultural, and global elements of arts-based methods in education. In this extraordinary collection, contributions are collected from experts all over the world and involve a multiplicity of arts genres and traditions. These contributions bring together diverse cultural and educational perspectives and include a large variety of artistic genres and research methodologies.The topics covered in the book range from policies to pedagogies, from social impact to philosophical conceptualisations. They are informative on specific topics, but also offer a clear monitoring of the ways in which the general attention to the arts in education evolves through time.

Managing Classroom Assessment to Enhance Student Learning

Managing Classroom Assessment to Enhance Student Learning

Author: Nicole Barnes

Publisher: Routledge

ISBN: 9780429843389

Category: Education

Page: 150

View: 553

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As teachers are required to integrate an increasing number of assessment practices into the classroom, it is crucial that they have effective routines for organizing and evaluating the generated data. Managing Classroom Assessment to Enhance Student Learning introduces pre- and in-service teachers to the major categories of assessment management and provides empirical and theoretical support for their effectiveness. In-depth chapters consider management in the context of assigning and collecting work, interpreting and organizing assessment results, and providing students with feedback.

A Handbook for Teaching and Learning in Higher Education

A Handbook for Teaching and Learning in Higher Education

Author: Stephanie Marshall

Publisher: Routledge

ISBN: 9781317650225

Category: Education

Page: 475

View: 830

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This entirely new edition of a very successful book focuses on developing professional academic skills for supporting and supervising student learning and effective teaching. It is built on the premise that the roles of those who teach in higher education are complex and multi-faceted. A Handbook for Teaching and Learning in Higher Education is sensitive to the competing demands of teaching, research, scholarship, and academic management. The new edition reflects and responds to the rapidly changing context of higher education and to current understanding of how to best support student learning. Drawing together a large number of expert authors, it continues to feature extensive use of case studies that show how successful teachers have implemented these ideas. It includes key topics such as student engagement and motivation, internationalisation, employability, inclusive strategies for teaching, effective use of technology and issues relating to postgraduate students and student retention. Part 1 explores a number of aspects of the context of UK higher education that affect the education of students, looking at the drivers of institutional behaviours and how to achieve success as a university teacher. Part 2 examines learning, teaching and supervising in higher education and includes chapters on working with diversity, encouraging independent learning and learning gain. Part 3 considers approaches to teaching and learning in different disciplines, covering a full range including arts and humanities, social sciences, experimental sciences through to medicine and dentistry. Written to support the excellence in teaching and learning design required to bring about student learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as those experienced lecturers who wish to improve their teaching practice. Those working in adult learning and educational development will also find the book to be a particularly useful resource. In addition it will appeal to staff who support learning and teaching in various other roles.

Reflective Teaching in Higher Education

Reflective Teaching in Higher Education

Author: Paul Ashwin

Publisher: Bloomsbury Publishing

ISBN: 9781441147233

Category: Education

Page: 431

View: 788

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Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education. Case studies, activities, research briefings and annotated key readings are provided throughout. The author team: Paul Ashwin (Lancaster University, UK) | David Boud (University of Technology, Sydney, Australia) | Kelly Coate (King's Learning Institute, King's College London, UK) | Fiona Hallett (Edge Hill University, UK) | Elaine Keane (National University of Ireland, Galway, Ireland) | Kerri-Lee Krause (Victoria University, Melbourne, Australia) | Brenda Leibowitz (University of Johannesburg, South Africa) | Iain MacLaren (National University of Ireland, Galway, Ireland) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Michelle Tooher National University of Ireland, Galway, Ireland) This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education. Reflective Teaching in Higher Education and its website, www.reflectiveteaching.co.uk, promote the expertise of teaching within higher education.

Re-imagining University Assessment in a Digital World

Re-imagining University Assessment in a Digital World

Author: Margaret Bearman

Publisher: Springer Nature

ISBN: 9783030419561

Category: Education

Page: 297

View: 382

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This book is the first to explore the big question of how assessment can be refreshed and redesigned in an evolving digital landscape. There are many exciting possibilities for assessments that contribute dynamically to learning. However, the interface between assessment and technology is limited. Often, assessment designers do not take advantage of digital opportunities. Equally, digital innovators sometimes draw from models of higher education assessment that are no longer best practice. This gap in thinking presents an opportunity to consider how technology might best contribute to mainstream assessment practice. Internationally recognised experts provide a deep and unique consideration of assessment’s contribution to the technology-mediated higher education sector. The treatment of assessment is contemporary and spans notions of ‘assessment for learning’, measurement and the roles of peer and self within assessment. Likewise the view of educational technology is broad and includes gaming, learning analytics and new media. The intersection of these two worlds provides opportunities, dilemmas and exemplars. This book serves as a reference for best practice and also guides future thinking about new ways of conceptualising, designing and implementing assessment.

Measuring and Enhancing the Student Experience

Measuring and Enhancing the Student Experience

Author: Mahsood Shah

Publisher: Chandos Publishing

ISBN: 9780081010044

Category: Education

Page: 188

View: 915

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Measuring and Enhancing the Student Experience provides insights on how student experience measures could be used to inform improvements at institutional, course, unit of study and teacher level. The book is based on a decade of research and practitioner views on ways to enhance the design, conduct, analysis, reporting and closing the loop on student feedback data. While the book is largely based on Australian case studies, it provides learning experiences for other countries where student experience measures are used in national and institutional quality assurance. Consisting of 13 chapters, the book includes a wide range of topics including the role and purpose of student feedback, the use of student feedback in staff performance reviews, staff and student engagement, a student feedback and experience framework, the first year experience, use of qualitative data, engaging transnational students in feedback, closing the loop on feedback, student engagement in national quality assurance, use of learning analytics and the future of the student experience. Mahsood Shah is an Associate Professor and Deputy Dean (Learning and Teaching) with School of Business and Law at CQUniversity, Australia. In this role Mahsood is responsible for enhancing the academic quality and standard of courses. Mahsood is also responsible for learning and teaching strategy, governance, effective implementation of policies, and enhancement of learning and teaching outcomes across all campuses. In providing leadership for learning and teaching, Mahsood works with key academic leaders across all campuses to improve learning and teaching outcomes of courses delivered in various modes including face-to-face and online. At CQUniversity, he provides leadership in national and international accreditation of academic courses. Mahsood is also an active researcher. His areas of research include quality in higher education, measurement and enhancement of student experience, student retention and attrition, student engagement in quality assurance, international higher education, widening participation and private higher education. Chenicheri Sid Nair is the incoming Executive Director, Tertiary Education Commission (TEC), Mauritius. Prior to joining TEC, he was Professor, Higher Education Development at the University of Western Australia (UWA), Perth where his work encompassed the improvement of the institutions teaching and learning. Before this appointment to UWA, he was Quality Adviser (Research and Evaluation) in the Centre for Higher Education Quality (CHEQ) at Monash University, Australia. He has an extensive expertise in the area of quality development and evaluation, and he also has considerable editorial experience. Currently, he is Associate Editor of the International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE). He was also a Managing Editor of the Electronic Journal of Science Education (EJSE). Professor Nair is also an international consultant in a number of countries in quality, student voice and evaluations. Provides both practical experience and research findings Presents a diverse range of topics, ranging from broader student experience issues, analysis of government policies in Australia on student experience, the changing context of student evaluations, nonresponse to surveys, staff and student engagement, ideal frameworks for student feedback, and more Contains data taken from the unique Australian experience with changing government policies and reforms relevant to the Asia-Pacific region

Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics

Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics

Author: National Research Council

Publisher: National Academies Press

ISBN: 9780309072779

Category: Education

Page: 233

View: 360

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Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change. What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields. Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise. How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields.