Putting Students in the Lecturers Shoes

WILSON, Robert, STRINGER, Elaine and NORTCLIFFE, Anne (2010). Putting Students in the Lecturers Shoes. In: BRAMHALL, Mike, O'LEARY, Christine and CORKER, Chris, (eds.) CPLA Case Studies. Centre for Promoting Learner Autonomy, Sheffield Hallam University, 229-235.

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    Abstract

    Placing the students in the Lecturers' shoes aimed to develop and deepen the student learning through students' investigating planning, developing, and delivering supplementary instruction to support theirs and their peers learning, teaching and assessment in a module. The paper highlights the approach adopted and applied at level 4 nursing, 5 engineering, or 6 sports management students with a view to promote student learning autonomy. As previous research indicates that this style of higher educational teaching encourages students to discover and reflect on a subject. Nortcliffe (2005) suggests that when students have been given the opportunity to drive and deliver a module: the module assessment results indicate that a higher level of learning. In addition as indicated in this paper from feedback from staff and students this approach offers the students an opportunity to develop different key skills, autonomous learning and active learning styles. However, it should be noted that not all students are willing to engage and place the effort into such a formative learning exercise despite the evidence clearly shows a deeper level of learning and understanding by the students as result of engagement in supplementary instruction.

    Item Type: Book Section
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Centre for Pedagogic Research and Innovation
    Departments - Does NOT include content added after October 2018: Faculty of Science, Technology and Arts > Department of Engineering and Mathematics
    Page Range: 229-235
    Depositing User: Anne Nortcliffe
    Date Deposited: 16 Feb 2018 14:34
    Last Modified: 28 Mar 2019 15:32
    URI: http://shura.shu.ac.uk/id/eprint/14526

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