010042 Student Learning and Teaching Approaches

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Subject handbook information prior to 2025 is available in the Archives.

Description

In this subject university teachers develop their understanding of key ideas on student learning and how those ideas relate to teaching in higher education. They become familiar with student learning models of understanding higher education teaching and draw on insights from this research tradition to develop knowledge of the influences of the learning environment on students' approaches to learning, and relations between learning approaches and the quality of the learning outcomes. The factors that are considered include the influence of student diversity in the classroom, prior knowledge and interest in the topic, and commitment to study. Participants use the knowledge they gain from the research literature and feedback from their learners and peers to reflect on their interactions with their students and identify changes to their teaching that encourages high quality student learning.

Subject learning objectives (SLOs)

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

• Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context (1.1)
• Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions (2.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.1 Graduates possess a well-developed understanding of different ways of thinking about university teaching
1.2 Graduates have skills in making informed decisions about teaching, subject design and assessment

2. Critical and Creative Inquiry
2.1 Graduates possess critical inquiry skills to reflect on and evaluate teaching and subjects

Teaching and learning strategies

Learning in the subject involves participants engaging in, inquiring into and reflecting on their teaching practice in ways which are informed by perspectives from the literature on teaching and learning, course lecturers, peers, students and personal experiences. Students learn about the key concepts of the subject within interactive face-to-face workshops, which are supported by preparatory online activities, collaborative class discussion and independent reading and reflection.

Students learn to analyse and evaluate teaching strategies by engaging with the extensive literature on what constitutes good teaching; analysing videos of teachers at UTS; and comparing participant’s different experiences of teaching. Student will practice different ways of gaining feedback on teaching, such as by interviewing student, questionnaires, classroom assessment techniques and peer observation and review. Early feedback is provided on initial reflections on teaching and learning with suggestions for changes occurring through independent reflection and negotiation with a Faculty advisor.

Content (topics)

• students' approaches to learning in different contexts and cultures, the influences of teaching and the learning environment on students’ approaches to learning, and relations between learning approaches and the quality of the learning outcome
• the nature of good teaching and teaching strategies for encouraging understanding in a variety of teaching and learning contexts, including face-to-face classes and online. The subject builds upon the extensive literature on what constitutes good teaching, including videos of teachers at UTS teaching and reflecting on their teaching
• ways of gaining feedback on teaching and on students approaches to learning, in particular through student interviews, questionnaires, classroom assessment techniques and peer observation and review.

Assessment

Assessment task 1: Initial reflection on teaching and learning

Assessment task 2: Asking the students

Assessment task 3: Reflection on evidence about teaching

Minimum requirements

Participants in this subject are required to participate in 24 hours of concurrent teaching in higher education. Participants will provide evidence of participation in teaching activities and reflections related to student learning within their teaching context. Participants who do not provide evidence of participation in work experience will not have their assignments assessed.

Required texts

Ramsden, P. (2003), Learning to Teach in Higher Education. London: Routledge. 2nd edition. Chapters 2-7 and 9.
Version 1.2 Page 4 of 17

Recommended texts

At least two of the following:

Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University. Buckingham: SRHE and Open University Press. Chapters 2, 3, 7, 8.

Newble, D. and Cannon, R. (2000). A Handbook for Teachers in Universities and Colleges. London: Kogan Page.

Kandlbinder, P., & Peseta, T. (Eds.). (2011). Higher Education Research and Development Anthology. Milperra, NSW: HERDSA.

Prosser, M. and Trigwell, K. (1999) Understanding Learning and Teaching: The Experience in Higher Education Buckingham: Open University Press. Chapter 7.

The "53 Things to do in..." series and "Teaching more students" series are useful if you are looking for suggestions for alternative teaching strategies.

Recommended viewing includes at least one of the Teaching Matters Videos on Lectures, Tutorials and Practicals.

References

Balasooriya, C.D., Toohey, S. & Hughes, C. (2009) The cross-over phenomenon: unexpected patterns of change in students’ approaches to learning, Studies in Higher Education, 34 (7), 781-794
Cuthbert,. (2005) The student learning process: Learning styles or learning approaches? Teaching in Higher Education, 10 (2), 235-54. (a critique of approaches to learning)
Fyrenius, A., Wirell, S. and Silen, C, (2007) Student approaches to achieving understanding- approaches to learning revisited. Studies in Higher Education, 32 (2), 149-165.
Gibbs, G. (1992) Improving the quality of student learning. Oxford: Technical and Educational Services Limited
Kember, D. (2000) Misconceptions about the learning approaches, motivation and study practices of Asian students. Higher Education, 40 (1), 99-121.
Kember, D. and Leung, D.Y.P. (2006) Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive. Studies in Higher Education, 31 (2), 185-198.
Haggis, T (2009) What have we been thinking of? A critical overview of 40 years of student learning research in higher education Studies in Higher Education, 34 (4) 377-390.
Heikkila, A. and Lonka, K. (2006) Studying in higher education: students’ approaches to learning, self-regulation and cognitive strategies. Studies in Higher Education, 31 (1), 99-117.
Jungert, T. & Rosander, M. (2009) 'Relationships between students' strategies for influencing their study environment and their strategic approach to studying', Studies in Higher Education, 34: 2, 139 — 152
Lindblom-Ylanne, S. (2004) Raising students’ awareness of their approaches to study. Innovations in Education and Teaching International, 41 (4), 405-421.
Lindblom-Ylanne, S, Trigwell, K., Nevgi, A. and Ashwin, P. (2006) How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31 (3), 285-298.
Lizzio, A., Wilson, K. and Simons, R. (2002) University students' perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher Education, 27 (1), 27-52.
Marton, F., Hounsell, D. and Entwistle, N. (1997). The Experience of Learning. Scottish Academic Press: Edinburgh
Meyer, J.H.F. and Boulton-Lewis, G. M. (Eds.) (2003) Perspectives on dissonance in student learning. [Special issue] Studies in Higher Education, 28 (1), 5-114.
Perry, W. (1999) Forms of Intellectual and Ethical Development in the College Years: A Scheme. San Francisco: Jossey Bass.
Postareff, L., Katajavuori, N., Sari Lindblom-Ylanne, S., Trigwell, K, (2008) Consonance and dissonance in descriptions of teaching of university teachers, Studies in Higher Education, 33 (1), 49-62.
Saljo, R. (1979) Learning about learning. Higher Education, 8 (4), 443 - 451.
Van Rossum, E. J. and Schenk, S. M. (1984) The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54 (1), 73 - 83.
Watkins, D.A. and Biggs, J.B. (1996) The Chinese learner: cultural, psychological and contextual influences. Melbourne: ACER
Zeegers, P (2004) Student learning in higher education: a path analysis of academic achievement in Science. Higher Education Research and Development, 23 (1), 35-56.

Other resources

Participants are required to use audio-recording and, optionally, video-recording equipment. Sufficient equipment can be borrowed from Teaching, Learning and Curriculum Unit by participants who do not possess their own.