Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/213216

Download PDF (Published version) (Adobe Acrobat PDF, -1 bytes)

Title

Undergraduate student acceptance of a unit design for developing independent learning abilities

Author(s)

Zutshi, Samar;  Mitchell, Matthew;  Weaver, Debbi

Abstract

This paper describes a method intended to advance students along the path to independent learning. The method is consistent with the principles of enquiry-based Learning. It involves restructuring student contact class time into a single three-hour block, and dedicating the majority of this time to working in small research project groups. Non-punitive, formative feedback is provided continuously on student work through the semester. In order to gain insight into the student experience of the design, a qualitative study using focus groups was conducted across two consecutive semesters. Reflection on the teaching experience in light of the student responses provides insight into aspects that have worked well, particularly the nature and channels of support provided to students. Despite the students’ unfamiliarity with the unit design, the contact structure and the group work has been popular and has been perceived as contributing to the students’ learning experience. The levels of support and feedback made possible through the unit design have also been very positively viewed. However, interesting questions are also raised. The first is regarding the balance between encouraging independent learning and the provision of structure and support by staff. The second is related to going beyond student perceptions and reliably measuring changes in independent learning abilities.

Publication type

Journal article

Research centre

Swinburne University of Technology

Source

Journal of University Teaching and Learning Practice, Vol. 8, no. 3 (2011), article no. 7

Publication year

2011

FOR Code(s)

1301 Education Systems;  1302 Curriculum and Pedagogy

Keyword(s)

Enquiry-based learning;  Independent learning;  Group work

Publisher

University of Wollongong

ISSN

1449-9789

Publisher URL

http://ro.uow.edu.au/jutlp/vol8/iss3/7/

Copyright

Copyright © 2011 The Authors. The published version is reproduced in accordance with the copyright policy of the publisher.

Full text

Peer reviewed