About this paper

Appears in:
Page: 789 (abstract only)
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

CREATING COLLEGIAL FRAMEWORKS TO TIGHTEN AND CLOSE STUDENT FEEDBACKS

L. Phelan1, C. Cottman2, D. Tout3, A. Carbone3, S. Drew4, B. Ross3, S. Stoney5, K. Lindsay1

1University of Newcastle (AUSTRALIA)
2University of the Sunshine Coast (AUSTRALIA)
3Monash University (AUSTRALIA)
4Griffith University (AUSTRALIA)
5Edith Cowan University (AUSTRALIA)
There is merit in lecturers seeking students’ perspectives on their learning experiences in order to foster high quality teaching and learning: Brookfield argues that simply seeking to understand students’ experiences of their learning is a key indicator of good teaching practice. However, students’ perspectives on learning experiences can be considered feedback only when lecturers acknowledge and act on them. That is, when outputs of a course, i.e. students’ reporting of their learning experiences, are used by the lecturer as inputs into the same course in a way that changes the course. When such feedbacks are created and applied within a course’s teaching term, the feedbacks can be of immediate developmental benefit, and visibly so for students. In this paper, we report and analyse lecturers’ responses to students’ reports of their learning experiences, consistent with Brookfield’s call for teachers to use students’ perspectives to support critical reflection on their teaching. Data were collected as part of a multi-institutional trial of the Peer Assisted Teaching Scheme (PATS) across five Australian universities in 2012. The data analysed in this study comprise: (i) lecturer’s interpretations of students’ perspectives on their learning experiences; and (ii) lecturers’ decisions to vary or not vary teaching strategies and course management in response. Considering students’ reports of their learning experiences is typically a highly individualised aspect of teaching practice. In contrast, PATS creates a collegial and constructive framework in which responses to students’ experiences of teaching can be crafted.
@InProceedings{PHELAN2013CRE,
author = {Phelan, L. and Cottman, C. and Tout, D. and Carbone, A. and Drew, S. and Ross, B. and Stoney, S. and Lindsay, K.},
title = {CREATING COLLEGIAL FRAMEWORKS TO TIGHTEN AND CLOSE STUDENT FEEDBACKS},
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 = {789}}
TY - CONF
AU - L. Phelan AU - C. Cottman AU - D. Tout AU - A. Carbone AU - S. Drew AU - B. Ross AU - S. Stoney AU - K. Lindsay
TI - CREATING COLLEGIAL FRAMEWORKS TO TIGHTEN AND CLOSE STUDENT FEEDBACKS
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 - 789
EP - 789
ER -
L. Phelan, C. Cottman, D. Tout, A. Carbone, S. Drew, B. Ross, S. Stoney, K. Lindsay (2013) CREATING COLLEGIAL FRAMEWORKS TO TIGHTEN AND CLOSE STUDENT FEEDBACKS, ICERI2013 Proceedings, p. 789.
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