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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/193994
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- Title
- A pilot implementation of a teaching model for independent learning
- Author(s)
- Zutshi, Samar; Mitchell, Matthew
- Abstract
- This research grew out of the authors' experience suggesting that the traditional lecture model suffers from two primary drawbacks. Firstly, it encourages passive reception of knowledge; and secondly, it is drawn from a model of teaching that disempowers students from developing their own critical thinking skills. In this paper we discuss these drawbacks and relate them to the literature on the traditional teaching model. We then argue for new a model that addresses these two drawbacks by supporting student-centred learning and student autonomy and encourages students to take responsibility for their own learning. The model eschews traditional lectures and tutorials; instead students are supported through mentoring in teams. Assessment is through project-based group work and requires a significant degree of student autonomy. Continuous feedback is provided on assessable work. We describe the pilot run implementation of this model. The implementation of the model illustrates that it can be used within typical university workload allocations formulated in terms of the traditional lecture and tutorial model. Reflections on our experiences during this implementation are presented along with a discussion of the further work necessary to evaluate the model and its subsequent implementation.
- Publication type
- Conference paper
- Research centre
- Swinburne University of Technology. Faculty of Higher Education, Lilydale
- Source
- Contemporary issues in business and organisations: proceedings of the Faculty of Higher Education Lilydale Research Symposium, Lilydale, Victoria, Australia, 03 June 2009 / Steven Greenland (ed.), pp. 128-135
- Publication year
- 2009
- FOR Code(s)
- 130103 Higher Education; 130202 Curriculum and Pedagogy Theory and Development
- Keyword(s)
- Autonomy; Critical thinking; Group work; Higher education; Lectures; Mentoring; Passive reception of knowledge; Peer learning; Student-centred learning; Traditional teaching models
- Publisher
- Faculty of Higher Education Lilydale, Swinburne University of Technology
- ISSN
- 1836-7585
- Publisher URL
- http://www.lilydale.swinburne.edu.au/
- Copyright
- Copyright © 2009 Faculty of Higher Education Lilydale and contributors. Published version of this paper reproduced with the kind permission of the publisher.
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