Applying a student curriculum discourse in higher education teaching and learning
- Mndzebele, Samuel, McKenna, Sioux
- Authors: Mndzebele, Samuel , McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187417 , vital:44633 , xlink:href="https://doi.org/10.1080/18146627.2013.786210"
- Description: Indications of poor quality in students’ written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis; design/application of innovations and evaluation processes. In addition to other challenges, diagnosed problems included: students’ ignorance on key curriculum components; imbalance in teaching/learning and assessment tasks engaging all 3-learning domains; less intensiveness of the e-learning mode; and superficial formative feedback. Included a “Student-Curriculum-Discourse” self-tutorial guide, and tasks alignment of the teaching/learning and assessment. Learners’ performance can be improved through a curriculum-discourse self-tutorial exercise, complemented with: intellectual, social, experiential, and emotional structures. Both educators and learners share specific responsibilities in the teaching/learning environment. There is need to expand/probe the theoretical dimension within which the on-line distance education occurs.
- Full Text:
- Authors: Mndzebele, Samuel , McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187417 , vital:44633 , xlink:href="https://doi.org/10.1080/18146627.2013.786210"
- Description: Indications of poor quality in students’ written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis; design/application of innovations and evaluation processes. In addition to other challenges, diagnosed problems included: students’ ignorance on key curriculum components; imbalance in teaching/learning and assessment tasks engaging all 3-learning domains; less intensiveness of the e-learning mode; and superficial formative feedback. Included a “Student-Curriculum-Discourse” self-tutorial guide, and tasks alignment of the teaching/learning and assessment. Learners’ performance can be improved through a curriculum-discourse self-tutorial exercise, complemented with: intellectual, social, experiential, and emotional structures. Both educators and learners share specific responsibilities in the teaching/learning environment. There is need to expand/probe the theoretical dimension within which the on-line distance education occurs.
- Full Text:
The Dangers of Student-Centered Learning-A Caution about Blind Spots in the Scholarship of Teaching and Learning
- Authors: McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187362 , vital:44624 , xlink:href="https://doi.org/10.20429/ijsotl.2013.070206"
- Description: Student-centered learning is an increasingly popular approach that shifts the focus from the teacher to the student. The approach argues that we need to have a clear understanding of who our students are and what their needs are in order for us to provide quality education. This paper applauds the focus on the student but raises two concerns about absences in this approach. Firstly, student-centered approaches rarely consider the actual knowledge being taught and learnt. There is little consideration of how the disciplinary knowledge is constructed and what norms and values underpin such constructions. Secondly, student-centered approaches are often undertaken within the dominant autonomous discourse where student success or failure is seen to result from characteristics inherent in the student. She is understood as an individual rather than as a member of a larger social group and there is equally little acknowledgement of the socially constructed nature of universities and the practices within them.
- Full Text:
- Authors: McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187362 , vital:44624 , xlink:href="https://doi.org/10.20429/ijsotl.2013.070206"
- Description: Student-centered learning is an increasingly popular approach that shifts the focus from the teacher to the student. The approach argues that we need to have a clear understanding of who our students are and what their needs are in order for us to provide quality education. This paper applauds the focus on the student but raises two concerns about absences in this approach. Firstly, student-centered approaches rarely consider the actual knowledge being taught and learnt. There is little consideration of how the disciplinary knowledge is constructed and what norms and values underpin such constructions. Secondly, student-centered approaches are often undertaken within the dominant autonomous discourse where student success or failure is seen to result from characteristics inherent in the student. She is understood as an individual rather than as a member of a larger social group and there is equally little acknowledgement of the socially constructed nature of universities and the practices within them.
- Full Text:
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