By Leonie Rowan, Peter Grootenboer
This e-book outlines a number of cutting edge how you can assemble scholar suggestions, and explores the complicated relation among pupil engagement, pupil pride, and pupil good fortune. Drawing on effects from a suite of diverse case-studies performed at a faculty of schooling, the booklet studies on a variety of theoretically-informed educating techniques, together with concentration teams, studying analytics information, collegial conversations and insights from scholar researchers, which have been designed to create respectful, student-centred, and interesting studying environments. within the present weather of ever-increasing strain on offering excessive pupil delight premiums, those effects are necessary for collage scholars and lecturers around the globe.
With its detailed thematic specialise in academic rapport and relationship-centred schooling, the ebook is a superb reference element for employees with a dedication to the scholarship of studying and instructing. it will likely be of significant curiosity to scholars, practitioners, academics and coverage makers in better education.
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Additional info for Student Engagement and Educational Rapport in Higher Education
Teaching Sociology, 22(3), 220–231. Graham, A. (2014). Academic staff performance and workload in higher education in the UK: The conceptual dichotomy. Journal of Further and Higher Education, 39(5), 665–679. Grifﬁth University. (2014). Grifﬁth grants for learning and teaching: Strategic priority scheme guidelines. Gold Coast: Grifﬁth University. 1 STUDENT ENGAGEMENT AND RAPPORT IN HIGHER EDUCATION . . , & Marshman, M. (2016). Mathematics, affect and learning: Middle school students’ beliefs and attitudes about mathematics education.
This chapter is a further contribution to an ongoing research agenda investigating this blend (Larkin and Jamieson-Proctor 2015; Larkin et al. 2016), with the enhancement of the PST learning experience as the core outcome. Findings from my research support the claims of Gorissen et al. (2012) that “most students express a preference for courses accompanied by online recordings of the lectures. This is not only the case for traditional distance students, but also for on-campus students as well” (p.
In conclusion, what the 1 + 1 + 1 model permits is an “anywhere, anytime” online lecture with the beneﬁts of replaying content and theory for assignments and exam preparation. In addition, as was noted by Kay (2012) and evident in PST feedback here, the PSTs generally valued the sense of familiarity that was present in the online lectures, and my relaxed tone encouraged their engagement with them. The delivery of much of the theory and background mathematics content in the online lectures has the added beneﬁt of “freeing up” the second hour each week (the F2F workshop) to be much more interactive, with small group activities and teaching demonstrations being the normal pattern of delivery.
Student Engagement and Educational Rapport in Higher Education by Leonie Rowan, Peter Grootenboer