Teaching for quality learning at university : what the student does

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Title:

Author:

Biggs, John B. (John Burville)

ISBN:

9780335211685

9780335211692

Personal Author:

Biggs, John B. (John Burville)

Edition:

2nd ed.

Publication Information:

Buckingham ; Philadelphia, Pa. : Society for Research into Higher Education : Open University Press, 2003.

Physical Description:

[xiii], 309 p. : ill. ; 23 cm.

Contents:

1. Changing university teaching -- 2. Constructing learning by aligning teaching: constructive alignment -- 3. Formulating and clarifying curriculum objectives -- 4. Setting the stage for effective teaching -- 5. Good teaching: principles and practice -- 6. Enriching large-class teaching -- 7. Teaching international students -- 8. Assessing for learning quality I: principles -- 9. Assessing for learning quality II: practice -- 10. Using educational technology: ET not IT -- 11. Some examples of aligned teaching -- 12. The reflective teacher -- 13. The reflective institution: quality assurance through quality enhancement -- The Society for Research into Higher Education.

Abstract:

"This is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institutional basis."--BOOK JACKET.

Subject Term:

College students.

Learning.

College students -- Rating of.

Added Corporate Author:

Society for Research into Higher Education.

Copies:

Available:*

Library	Material Type	Item Barcode	Shelf Number	Copy	Status
Searching... 1:IIEMSA	1:GEN-BOOK	33168015732429	378.125 B592T 2003	1	Searching... Unknown

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Summary

Since the first edition of Teaching for Quality Learning at University, the tertiary sector has changed dramatically. Individual teachers, as reflective practitioners, still need to make their own decisions about how they are going to get students actively involved in large classes, to teach international students, and to assess in ways that enhance the quality of learning. But now that quality assurance and quality enhancement are required at the institutional level, the concept of constructive alignment is applied to the reflective institution, where it becomes a powerful underpinning to quality enhancement procedures. widespread than expected, leaving some teachers apprehensive about what it might mean for them. A new chapter elaborates on how ET can be used to enhance learning, but with a warning that any tool, electronic or otherwise, is as good as the thoughtful use to which it is put. interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institutional basis.