Download A Handbook for Teaching and Learning in Higher Education: by Heather Fry PDF

By Heather Fry

The guide is delicate to the competing calls for of training, learn and scholarship, and educational administration. opposed to the contexts, the ebook specializes in constructing specialist educational talents for instructing. facing the quick enlargement of using know-how in greater schooling and widening scholar range, the totally up to date and increased version contains new fabric on, for instance, e-learning, lecturing to massive teams, formative and summative review, and supervising examine scholars. half 1 examines instructing and supervising in better schooling, concentrating on quite a number methods and contexts half 2 examines instructing in discipline-specific components and comprises new chapters on engineering, economics , legislation and the inventive and acting arts. half three considers ways to demonstrating and embellishing perform Written to aid the distinction in instructing required to result in studying of the best quality, this may be crucial interpreting for all new academics, fairly an individual taking an authorized direction in educating and studying in better schooling, in addition to all these skilled academics who desire to enhance their instructing. these operating in grownup studying and schooling improvement will locate it a very resource.

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Read or Download A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rd edition) PDF

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33–47. A very lucid exposition of some key ideas in learning theory. Ramsden, P (2003) As above. Much valuable discussion of student learning. ) (2003) Improving Student Learning Theory and Practice – 10 Years on, Oxford: Oxford Centre for Staff and Learning Development. Good mix of recent research and practice. 3 Encouraging student motivation Sherria L. Hoskins and Stephen E. Newstead INTRODUCTION A few years ago, a research team with whom one of us was working had a strong suspicion that incidents of student cheating were related to their motivation for attending university.

Because of misunderstanding, overuse and its passive and negative connotations, reflection has had a worse press than it deserves, but it is also true that the research evidence about how it works is lacking. To learn from experience we need to examine and analyse the experience; this is what reflection means in this context. It may be a similar action to the one that we may consciously or subconsciously use when taking a deep approach to learning. Reflection and reflective practice are not easy concepts.

Crucially, these associations were derived empirically, through the use of factor analysis. What this means is that specific types of motivation and specific approaches to studying tended to be associated with each other in the responses given by students to questionnaire items. Subsequent research has shown the main factors to be remarkably robust. However, the link between motives and strategies may not be as neat as it seems 30 ❘ Teaching, supervising, learning at first sight. Pintrich and Garcia (1991) found that intrinsically motivated students did indeed use strategies designed to develop a conceptual understanding of material, but that extrinsically motivated students did not, as would have been predicted, use more rehearsal strategies.

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