Student perspectives on teaching and learning

Sakari Lukkarinen

May 2015

Helsinki University of Applied Sciences

Introduction

Edström et al. (2003) interviewed their fellow students asking their perspectives on teaching and learning. ”All interview transcripts were interpreted by the student representantives together with experts on teaching and learning”. The following lists the student’s recommendations for more effective teaching and learning as given by Crawley et al. (2007, p. 132).

1. Set clear intended learning outcomes relevant to engineering practice.

”Clear indended learning outcomes increase motivation and guide studies. Seeing how the course contributes to professional

competence is motivating.”

2. Develop teaching activities and assessment tasks that help students

reach the intended learning outcomes.

”Motivation is increased when students know why they are asked to engage in learning and

assessment activities.”

3. Focus on deep working knowledge of basic concepts,

and provide connections to engineering practice.”This focus promotes a deep approach to learning, increases motivation, and fosters long-term retention.”

4. Prioritize among course content.

”Remember that coverage is the enemy of understanding. Reorganizing and reducing content coverage promotes a

deep approach to learning and makes for clearer connections among related concepts.”

5. Set an assessment task early in the course.

”This helps students get started and gives them an opportunity for an early success.”

”Timely and effective feedback promotes learning and knowing what is expected motivates students.”

6. Set assessment tasks regularly during the

course.”Regular feedback is necessary for student learning.

Regular monitoring of progress helps students allocate time and keep up with the pace of the course.”

7. Establish explicit criteria for assessment.

”Explicit criteria help students focus on the critical aspects of a learning activity or assessment task.”

8. Design learning activities with built-in interaction —

Both peer interaction and faculty-student interaction.

”Interaction is a form of active learning, which in turn is a factor that encourages a deep approach to learning.”

9. Make a realistic plan for the time requirements in the course,get regular feedback from students on actual time spend, and

coordinate deadlines and workload with parallel courses.

”Management of time requirements helps reduce stress levels students experience related to time management issues.”

10. Show enthusiasm for the course and its

associated learning tasks.

”Faculty enthusiasm enhances the value of the course, and encourages students to appreciate its relevance and worth”

Summary

1. Set clear outcomes.

2. Help students to reach them.

3. Focus on deep working of basic concepts (& connect to practice).

4. Prioritize content.

5. Set first assessment task early.

6. Assess regularly.

7. Establish explicit assessment criteria.

8. Design interactive learning activities.

9. Make a realistic time plan (and coordinate with parallel courses & get regular feedback).

10.Show enthusiasm.

Source

Crawley, E. & Malmqvist, J. & Östlund, S. & Brodeur, D. (2007). Rethinking Engineering Education. The CDIO Approach. Springer. New York.

Referring to:

Edström, K. & Törnevik, J. & Engström, M & Wiklund, Å. (2003). Student involvement in principled change: Understanding the student experience. Proceedings of the 11th international symposium improving student learning. Oxford. England.