About this paper

Appears in:
Pages: 3343-3350
Publication year: 2013
ISBN: 978-84-616-3847-5
ISSN: 2340-1095

Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain

LEARNER-CENTRED PEDAGOGICAL APPROACHES TO ENHANCE STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE IN INTERPROFESSIONAL HEALTH EDUCATION

H. Mehta, A. Rouf

Australian Catholic University (AUSTRALIA)
Inter-professional education is the current trend in health related degree programs in many countries. Academics are presented with the challenges of teaching to large cohorts of students coming from various educational backgrounds with diverse learning needs and differing in the level of preparation for tertiary studies.

Human Biological Science 1 (BIOL 121) is a new unit taught to students enrolled in the allied health sciences (Nursing, Physiotherapy, Occupational Therapy, Speech Pathology, and Exercise Science) at the Australian Catholic University. The unit was offered for the first time in the year 2012. Student attendance at lectures was variable and poor at times. Students were surveyed on their learning styles and preferences, and their learning behaviour was observed.

When the unit was offered again to the 2013 cohort, students were influenced to develop effective study habits by several student-centred interventions such as improved lecture pedagogy, use of multi-modal instruction, more online content for self-directed learning, academic-guided peer support, and frequent formative assessments during the semester. A summative assessment task was also included.

In just the first repeat offering of the BIOL121 unit, there was some indication of a positive outcome. Compared to the 2012 cohort, the 2013 cohort showed a similar academic achievement profile except for the fact that there was a 4.8% increase in students having a pass (PA) grade and 1.7% increase in the students having a high distinction (HD). Other positive outcomes for the 2013 cohort were increased signs of student interest in learning (such as asking more questions, more interaction in class), decreased signs of disengagement behaviour (such as lateness or absence from learning sessions), and better student responses in evaluations (evaluation of unit and of teaching).

The preliminary findings are indicative of the positive influence that learner-centred pedagogical approaches have on student engagement, satisfaction and academic achievement in the health science unit.
@InProceedings{MEHTA2013LEA,
author = {Mehta, H. and Rouf, A.},
title = {LEARNER-CENTRED PEDAGOGICAL APPROACHES TO ENHANCE STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE IN INTERPROFESSIONAL HEALTH EDUCATION},
series = {6th International Conference of Education, Research and Innovation},
booktitle = {ICERI2013 Proceedings},
isbn = {978-84-616-3847-5},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2013},
year = {2013},
pages = {3343-3350}}
TY - CONF
AU - H. Mehta AU - A. Rouf
TI - LEARNER-CENTRED PEDAGOGICAL APPROACHES TO ENHANCE STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE IN INTERPROFESSIONAL HEALTH EDUCATION
SN - 978-84-616-3847-5/2340-1095
PY - 2013
Y1 - 18-20 November, 2013
CI - Seville, Spain
JO - 6th International Conference of Education, Research and Innovation
JA - ICERI2013 Proceedings
SP - 3343
EP - 3350
ER -
H. Mehta, A. Rouf (2013) LEARNER-CENTRED PEDAGOGICAL APPROACHES TO ENHANCE STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE IN INTERPROFESSIONAL HEALTH EDUCATION, ICERI2013 Proceedings, pp. 3343-3350.
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