Why going through the ‘motions’ leaves me ‘motionless’?
Yakavenka, H. and Clarke, I. (2011) Why going through the ‘motions’ leaves me ‘motionless’? In: 4th Annual University of Greenwich Learning and Teaching Conference , 5 Jul 2011, University of Greenwich, Greenwich, London, UK. (Unpublished)Full text not available from this repository.
One of the criticisms from business/industry that universities fail to equip their graduates with such skills as effective communication and cooperation, organisational proficiency and problem solving competences which are the very foundations of success in the world of business. The argument against this criticism is that university curriculum is expected to cover a wide range of subjects relatively thinly in order to give students a general overview of the subject discipline, while attempting to match the needs of the business world. Modern education providers face up to the dilemma, how to create and maintain learning environment incorporating optimal learning conditions for learners with varying needs, styles and expectations, which stimulate and support constructive and goal oriented learning processes through a mixture of personal exploration and the lecturer’s guidance (Hoban, 2000; De Corte, 2000) to develop competencies required by businesses.
In cases where a lecturer does not consider how or whether students learn, it is not surprising that the majority of learners do not feel a part of the process, but simply go through the ‘motions’. A more student-focused strategy, promoting self learning through critical enquiry, discussion, and thematic debate, greater knowledge acquisition and self confidence should be encouraged. Students need to be aware of what it is expected from them to enable reflective conversations about their learning experience and developing their skills. A metaphor of teaching and learning used in Hoban (2000: 176) ‘Hike in the Mountains’ allows to see the process as ‘a combination of personal influences on learning (prior knowledge, interest, confidence and good mood), social influences from the lecturer (well prepared, approachable and knowledgeable) as well as peer influences from other students.’ Active engagement into the whole process allows students to see the relationship between personal and social influences, enabling them to cope more effectively with complex real life business situations.
Current research examines students’ engagement via two innovative assessment methods (Thematic Diary and In-class Debate) used on a 2nd year UG course with the intention to look at the extent they have boosted student learning experience and higher learning outcomes. It will also consider how students develop critical learning and other valuable employability skills in comparison to more traditional forms of assessment. A semi-structured questionnaire was employed to discover students’ experiences. During the conference session, by means of thematic debate, researchers aim to collect participants’ views on engagement of learners through effective assessment.
|Item Type:||Conference or Workshop Item (Paper)|
|Additional Information:|| This paper was presented at the 4th Annual Learning, Teaching and Assessment one day conference "Redefining the Student Experience: Directions for Learning, Teaching and Assessment" held on 5th July 2011 at the University of Greenwich, London, UK.  The presentation powerpoint was actually entitled: "Curricula & Assessment Design to Encourage Learning. Why going through the ‘motions’ leaves me ‘motionless’.|
|Uncontrolled Keywords:||critical learning, assessment|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|School / Department / Research Groups:||School of Business|
School of Business > Department of International Business & Economics
|Last Modified:||14 Nov 2012 10:21|
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