Teaching For Quality Learning at University: What the Student Does (Society for Research into Higher Education)

John Biggs

ISBN 10: 0335211682 / ISBN 13: 9780335211685

Edité par Open University Press 01/02/2003, 2003

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Détails bibliographiques

• Titre: Teaching For Quality Learning at University: What the Student Does (Society for Research into Higher Education)
• Éditeur: Open University Press 01/02/2003
• Date de parution: 2003
• Langue: anglais
• ISBN à 10 chiffres: 0335211682
• ISBN à 13 chiffres: 9780335211685
• Reliure: Couverture souple
• Édition: 2ème Édition
• État de l'article: Very Good

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Synopsis

"...full of downright good advice for every academic who wants to do something practical to improve his or her students' learning...there are very few writers on the subject of university teaching who can engage a reader so personally, express things so clearly, relate research findings so eloquently to personal experience." - Paul Ramsden. Since the first edition of "Teaching for Quality Learning at University", the tertiary sector has changed dramatically. Individual teachers, as reflective practitioners, still need to make their own decisions about how they are going to get students actively involved in large classes, to teach international students, and to assess in ways that enhance the quality of learning. But now that quality assurance and quality enhancement are required at the institutional level, the concept of constructive alignment is applied to 'the reflective institution', where it becomes a powerful underpinning to quality enhancement procedures. Also since the first edition, educational technology has become more widespread than expected, leaving some teachers apprehensive about what it might mean for them. A new chapter elaborates on how ET can be used to enhance learning, but with a warning that any tool, electronic or otherwise, is as good as the thoughtful use to which it is put. This is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institutional basis.

À propos de l?auteur

John Biggs has held Chairs in Education in Australia, Canada and Hong Kong. He is currently an educational consultant in higher education, and Honarary Professor of Psychology at the University of Hong Kong. He has published extensively on teaching and learning, with special emphasis on teaching and assessment in higher education, and teaching across cultures.