Teaching in Higher Education
Taylor & Francis
About: Teaching in Higher Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Higher education & Teaching method. It has an ISSN identifier of 1356-2517. Over the lifetime, 1620 publications have been published receiving 55574 citations.
Papers published on a yearly basis
TL;DR: In this article, a large-scale questionnaire survey of tertiary students (1740) and academics (460) in Hong Kong, supplemented by interview data was conducted to examine the rationale for peer feedback, emphasizing its potential for enhanced student learning.
Abstract: This paper focuses on peer feedback in relation to assessment processes. It examines the rationale for peer feedback, emphasizing its potential for enhanced student learning. We draw on relevant literature to argue that the dominance of peer assessment processes using grades can undermine the potential of peer feedback for improving student learning. The paper throws further light on the issue by drawing on a large-scale questionnaire survey of tertiary students (1740) and academics (460) in Hong Kong, supplemented by interview data. The findings indicate that a significant number of academics and students resist peer assessment using grades and that the majority report that students never or rarely grade each other in assessment activities. This paper explores why there is resistance, in particular, by academics to peer assessment and argues the case for a peer feedback process as an end in itself or as a precursor to peer assessment involving the awarding of marks. It also recommends some strategies for...
TL;DR: In this paper, the authors draw from Fromm's humanist philosophy to argue that the current higher education (HE) market discourse promotes a mode of existence where students seek to "have a degree" rather than "be learners".
Abstract: In this paper we express concerns that the marketisation of British higher education that has accompanied its expansion has resulted in some sections becoming pedagogically limited. We draw from Fromm's humanist philosophy based on having to argue that the current higher education (HE) market discourse promotes a mode of existence, where students seek to ‘have a degree’ rather than ‘be learners’. This connects pedagogic theory to a critique of consumer culture. We argue that a ‘market-led’ university responds to consumer calls by focusing on the content students want at a market rate. It may decrease intellectual complexity if this is not in demand, and increase connections with the workplace if this is desired. Once, under the guidance of the academic, the undergraduate had the potential to be transformed into a scholar, someone who thinks critically, but in our consumer society such ‘transformation’ is denied and ‘confirmation’ of the student as consumer is favoured. We further argue that there is a dan...
TL;DR: In this article, the authors describe the characteristics and aims of problem-based learning (PBL), a successful strategy for higher education, and analyze the suitability of PBL as an innovation in engineering education, given the characteristics of this particular domain.
Abstract: This article describes the characteristics and aims of problem-based learning (PBL), a successful strategy for higher education. PBL has been implemented as an overall strategy for several programmes at Maastricht University, for example medicine. The suitability of PBL as an innovation in engineering education is analysed, given the characteristics of this particular domain. Project work and guided small group work also present themselves as alternatives for conventional engineering education. PBL has been implemented as a partial strategy for Mechanical Engineering and Biomedical Engineering at Technische Universiteit Eindhoven. The differences between the medical and the engineering implementation are analysed. PBL offers good prospects in the first few years of a programme, especially if group work tutorials and some directive teaching are added. In later phases project work offers a strong alternative. The conclusion is that PBL has certain limitations, which make it less suitable as an overall strat...
TL;DR: A comprehensive summary of the literature on statistics anxiety can be found in this article, where the nature, etiology, and prevalence of statistics anxiety are described, as well as antecedents (i.e. dispositional, situational and environmental) of statistic anxiety and their effects on statistics achievement are documented.
Abstract: Most college students are required to enroll in statistics and quantitative research methodology courses as a necessary part of their degree programmes. Unfortunately, many students report high levels of statistics anxiety while enrolled in these classes. Recent years have seen an increase in the number of articles on statistics anxiety appearing in the literature, as researchers have recognised that statistics anxiety is a multidimensionality construct that has debilitative effects on academic performance. Thus, the purpose of this article is to provide a comprehensive summary of the literature on statistics anxiety. In particular, the nature, etiology, and prevalence of statistics anxiety are described. Additionally, antecedents (i.e. dispositional, situational and environmental) of statistics anxiety are identified, as well as their effects on statistics achievement. Furthermore, existing measures of statistics anxiety are documented. Finally, based on the literature, successful interventions for reduc...
TL;DR: In this article, the authors argue that the widespread approach to enhancing student learning through separate study skills courses is ineffective, and that the term "study skills" itself has misleading implications, which are counterproductive to learning.
Abstract: This paper argues that the widespread approach to enhancing student learning through separate study skills courses is ineffective, and that the term ‘study skills’ itself has misleading implications, which are counterproductive to learning. The main argument is that learning how to study effectively at university cannot be separated from subject content and the process of learning. The role of ‘study skills’ within universities’ skills frameworks, and as a component of students’ long-term development is discussed. Then, it is examined, with a focus on academic writing, what learning at university entails, and what is needed to support this learning. Finally, effective approaches to the enhancement of learning at university and beyond are considered.