Re-Working Resource-Based Learning--A Case Study from a Masters Programme

Autor/inn/en	Fry, Heather; Pearce, Richard; Bright, Helen
Titel	Re-Working Resource-Based Learning--A Case Study from a Masters Programme
Quelle	In: Innovations in Education and Teaching International, 44 (2007) 1, S.79-91 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
Schlagwörter	Teaching Methods; Study Guides; Integrated Learning Systems; Active Learning; Distance Education; Case Studies; Masters Programs; Questionnaires; Interviews; College Faculty; Teacher Attitudes; Educational Change + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Studienberater; Studienführer; Aktives Lernen; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Magister course; Magisterstudiengang; Fragebogen; Interviewing; Interviewtechnik; Fakultät; Lehrerverhalten; Bildungsreform
Abstract	A two-year project researching reaction to a new approach to postgraduate, on-campus teaching and learning, the Integrated Learning System (ILS) is described. ILS was intended to partly replace traditional lectures with study guides and to make seminars and tutorials more interactive in order to promote different ways of learning and teaching. Questionnaires and interviews were used to collect data over a two-year cycle. The implications of the findings are discussed in terms of student approaches to learning, developing active learning and changed faculty teaching behaviours and understanding. Change, desired from one perspective, is highlighted as a catalyst for a wider re-examination of teaching practice. The influence of student expectation and prior experience on current learning behaviour is raised. (Contains 7 figures.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10