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Reflecting on our teaching practice to bring about a more student-centred approach to learning and promote “deeper” learning by the students

Authors: Alan O'Donnell - Niall Delaney


 

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5.6 Interaction

The promotion of interaction, collaboration, discussion and reflection were widely applauded by the students in the feedback. Reflections on the class interaction noted a greater participation and energy from the class. The alternative assessments set the student free from their primary tutor questions “is this on the exam”. The class worked closely together in the majority and there was peer mentoring in evidence. Reflection is indicative of deep learning, and where teaching and learning activities such as reflection are missing… only surface learning can result. (Biggs, 1999) Many discussions headed towards debates. It was one of those few moments whereby you see the students actively passionate about their chosen career path. It is worthy of note, that lecturer control and moderation were required, but at no point was the class out of control.


5.7 Transferable skills

The final strategy about the transferable skills was to aid in the lifelong learning of the apprentice. There was no real way of measuring this, but feedback indicated that the learning was more relevant and enshrined a greater confidence among the student. The first three strategies combined, shaped the student learning experience and thinking, but the transferrable skills extend beyond the immediate course requirements to add other benefits to the student in later employment.


5.8 Student-centred

On reflection, the findings of the research are positive. The student groups reacted positively to the teaching and learning. The lecturers felt a deeper learning was in evidence in what was very much a student-centred environment.


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