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Vol. 3 No. 1 (2006)

Published: 1 January 2006

Articles

  • Editorial 3.1

    H. Carter

    As always it is very pleasing to see papers covering such a broad range of teaching and learning issues being submitted and then being able to be published by the Journal. Welcome to the first issue of volume three of the Journal of University Teaching and Learning Practice (JUTLP).

    Read article: Editorial 3.1

  • Subjective Cognitive Workload, Interactivity and Feedback in a Web-based Writing Program

    L. Emerson, B. MacKay

    This investigation compares and analyses the experiences and subjective cognitive workload of students undertaking a lesson on an aspect of micro-level writing skills in a web-based and paperbased version. Both versions of the lesson were based on the principles of interactive learning, specifically on a modified version of Chou’s (2003) model. The analysis is based on two quantitative and qualitative questionnaires and subjective cognitive workload is examined using the NASATLX. Analysis showed that while students were positive about the lesson in both modes, they experienced a higher subjective cognitive workload with the web-based lesson. The paper speculates that this difference may be accounted for by different approaches to providing feedback to students, and suggests that this factor be tested by future research.

    Read article: Subjective Cognitive Workload, Interactivity and Feedback in a Web-based Writing Program

  • Guiding Principles for a Reflexive Approach to Teaching Organisation Studies

    F. Duarte, A. Fitzgerald

    In this paper, we discuss a reflexive teaching approach, which may make the field of Organisation Studies more permeable to alternative views and thus more responsive to the complexities of processes unfolding in organisations in the context of a rapidly changing world. We contend that reflection on lived experience complements perspectives that focus on the managerial point of view with other perspectives constitutive of the totality of experience inside work organisations. The combination of reflexive teaching and Experience- Based Learning (EBL) creates an effective approach to develop in students the ability to critically reflect upon, and challenge dominant perspectives and practices in the field of Organisation Studies.

    Read article: Guiding Principles for a Reflexive Approach to Teaching Organisation Studies

  • An International Educational Literacy: Students, Academics and the State

    C. Frew

    Universities are no-longer isolated places where the intellectually or socially advantaged undertake research and contemplation. Universities are central to social and economic policy and can be used to meet the social and economic requirements of the new globalised environment. This paper explores the role of the internationalisation of universities in Australia, facing the challenge of globalisation, in light of declining government support of higher education institutions. A large part of internationalisation involves an increase in international student numbers, and this alongside changes in internal governance, is changing the role of academics within universities. This paper examines the new demands for an international educational literacy, examining the effect of these demands on academic professionals.

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  • Learning for Success: Distance Education Students’ use of their Learning Materials

    A. Smith, E. Smith

    This paper reports the results of a research project investigating the use that Distance Education (DE) students at university make of the learning materials that are supplied to them. The research is based on a survey of 998 DE students enrolled in ten undergraduate subjects spread across all five Faculties at Charles Sturt University (CSU) in New South Wales, Australia. CSU is Australia’s largest DE provider of higher education. The project addressed the following questions: • The extent to which DE undergraduate students use their learning materials. • The extent to which students undertake the learning activities that are often incorporated in learning materials. • The extent to which students obtain learning materials beyond the printed learning materials, especially their use of library facilities and the internet to research topics in their study programs. • The way in which DE undergraduate students approach their study and the study strategies that they adopt. The paper reports the major conclusions from the survey. It was found that the majority of students read most or all of the learning materials that were sent to them. They relied heavily upon the prescribed textbooks, did some additional reading as recommended, to a limited extent carried out additional reading beyond that recommended, and worked through the provided learning materials in a methodical manner. They generally completed, in their minds if not always on paper, the study tasks embedded in the learning materials. Those students that read less and paid less attention to study tasks tended to study in a way that was focused on passing assessment tasks. Overall the study provides a strong argument for the retention of printed learning materials as students seem to work well with them, and the more effectively students use them the better they seem to perform.

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  • Student Experiences and Perceptions of Team-Teaching in a Large Undergraduate Class

    V. Yanamandram, G. Noble

    This paper examines student experiences and perceptions of two models of team-teaching employed at a regional Australian university to teach a large undergraduate marketing subject. The two team-teaching models adopted for use in this subject can be characterised by the large number of team members (ten and six) and the relatively low level of team involvement in the planning and administration of the team-teaching process. The paper examines students’ experiences in an effort to identify the strengths and weaknesses of the team-teaching approach from the students’ perspective. This paper contributes to our knowledge of teaching practice by identifying, amongst other things, aspects of the team-teaching approach that both facilitate and hinder student learning. Data for this study was collected on each teaching model through two identical surveys. In total, data was collected from 440 student responses. Despite the relatively weak forms of team-teaching adopted to teach this subject, the majority of the students liked the concept of team-teaching. The findings in this study suggest that team-teaching can facilitate student learning through the generation of interest and exposure to ‘experts’, but can hinder student learning if the team fails to act as a cohesive unit and work together to adequately link learning concepts. This study also argues that the most critical factor in determining the success or failure of a team-teaching effort is the actual composition of the team. A key implication of this study is that a team that comprises of ‘good teachers’ (perceived as those skilful in teaching large classes) is far more important than a team comprising of ‘experts’ in different knowledge areas. This aspect of team-teaching is often overlooked in the literature.

    Read article: Student Experiences and Perceptions of Team-Teaching in a Large Undergraduate Class