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

By Heather Fry

The instruction manual is delicate to the competing calls for of training, study and scholarship, and educational administration. opposed to the contexts, the publication specializes in constructing specialist educational abilities for educating. facing the fast enlargement of using expertise in better schooling and widening scholar variety, the totally up to date and extended version contains new fabric on, for instance, e-learning, lecturing to giant teams, formative and summative review, and supervising study scholars. half 1 examines educating and supervising in larger schooling, targeting quite a number ways and contexts half 2 examines educating in discipline-specific components and comprises new chapters on engineering, economics , legislations and the inventive and appearing arts. half three considers ways to demonstrating and adorning perform Written to aid the distinction in educating required to lead to studying of the best quality, this may be crucial analyzing for all new academics, relatively a person taking an authorized direction in educating and studying in greater schooling, in addition to all these skilled academics who desire to increase their instructing. these operating in grownup studying and schooling improvement will locate it a very resource.

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Extra resources for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rd edition)

Example text

E. means to an end), followed by reasons relating to personal development and rather less frequently cited stopgap reasons. , 1998) to an active social and sporting life. This is probably because this reason is seldom the single most important reason (the Newstead study asked simply for the single main reason for studying). The similarity of the findings in these two studies might suggest that students’ motives do not change a great deal over the course of their degrees. There is direct support for this contention in the research of Fazey and Fazey (1998).

In contrast, those who adopt a surface approach would fail to identify the central themes – primarily because they would be engrossed in progressing through the text sequentially, attempting to remember the flat landscape of facts. The conceptions of deep and surface approaches to learning have increased in sophistication with further research, most notably the work of Biggs (1987) and Ramsden (1988). Ramsden (2003: 47–48) provides helpful, illustrative examples of statements from students in different disciplines exhibiting deep and surface approaches.

Abstract reflective AC-RO Hard pure Natural sciences Mathematics 2. Concrete reflective CE-RO Soft pure Humanities Social sciences 3. Abstract active AC-AE Hard applied Science-based professions, engineering Medicine and other healthcare professions 4. g. numeracy by humanities students or team working by mathematicians) (academics may also feel disconnection if asked to incorporate ‘alien perspectives’ into their teaching). However, we know of no robust research evidence to support or refute this hypothesis.

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