Discussion; Enhancing Learning
المؤلف:
Larry W. Belbeck & Shucui Jiang & Nicoleta Nutiu
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P238-C20
2025-07-14
438
Discussion
This course illustrates many of the concepts discussed at this conference on "Enhancing Teaching and Learning through Assessment".
Enhancing Learning
We believe that the type of learning that is of the greatest benefit to students is where they need to solve problems, acquire and retain new information and be able to apply both this information and process to solving further problems.
There were the areas that we assessed in the course, consistent with the theme of alignment presented at the conference.
We strongly believe in the process of student-centred learning where students can have passion about some aspects of a problem. This compels them to find out more about the topic and to remember it and even to tell their colleagues about it.
This is reflected in our first retention test, where students who interact with material remember far more. The second set of retention data also support continued interaction with data aids in recall (Bligh, 2000).
This is in line with "real world" medical practice where there are many ways to manage a health care problem. Using the example of heart disease, one might do surgery, open blood vessels with devices inserted through the blood vessels, drugs, diet or exercise.
Thus the student can demonstrate a broad knowledge of a topic but focus and become and expert in what interests them.
It is also important for students to be able to document their interests, their progress, and their ability to solve problems in an area for many reasons. In the case of this course, people were able to define their interest with considerable written detail that they could put in an educational dossier.
This was used by students to ensure that their contributions were accurately assessed within the course. However, much more important, they had documentation to get personal funding awards, summer research jobs and even independent research funding.
Student ownership of the course moved away from "what the professor wanted to see" (Biggs, 2005).
The most empowering aspect of this approach is that all of the constraints introduced by an outline or a preconception of what the professor wanted to know. The problems were written to be open-ended and asked questions that were of genuine interest.
In this case, the professor wanted to learn as did the students.
The use of LearnLink enhanced many aspects of learning and made it easy for everyone to have an ongoing record of written communication. In addition, it made every administrative task simple and transparent to everyone. Every student had the same information; submissions were organized as to sender and group, and deadline critical submissions were time stamped.
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