student in teacher learning
Involving students in teaching and learning: a necessary evil?
Downloads: The fulltext of this document has been downloaded 627 times since 2006
DOI (Permanent URL): 10.1108/09684889710189093
Article citation: H. McIlveen, K. Greenan, P. Humphreys, (1997) "Involving students in teaching and learning: a necessary evil?", Quality Assurance in Education, Vol. 5 Iss: 4, pp.231 - 238
The Authors
H. McIlveen, Lecturer at the School of Leisure and Tourism, University of Ulster at Jordanstown, Newtonabbey, Norther Ireland
K. Greenan, Lecturer at the School of Management, University of Ulster at Jordanstown, Newtownabbey, Northern Ireland
P. Humphreys, Lecturer at the School of Management, University of Ulster at Jordanstown, Newtownabbey, Northern Ireland
Acknowledgements
The authors would like to acknowledge the valuable contributions of Ms C. Woodside and Mr C. McLean, Faculty of Business and Management. Funding for this project was provided by the Educational Development Unit at the University of Ulster.
Abstract
Quality has permeated higher education in various guises. Investigates the potential for improving quality in the consumer studies teaching process, through group work, presentation skills and peer/self assessment techniques, culminating in a final questionnaire and group discussion. Students accepted groupwork, while they were less enthusiastic about peer assessment. They consistently overrated and although appearing to recognize good and bad presentations, this was reflected more in their qualitative feedback, rather than in the final marks awarded, perhaps reinforcing the belief that what the technique lacks in terms of precision, it compensates for in learning quality. Final-year students developed their discriminatory abilities but were sceptical of the benefits, while year-two students, although willing, actually marked more generously. Ultimately, there is a need to continue to involve students and to see evaluation in a positive,
Downloads: The fulltext of this document has been downloaded 627 times since 2006
DOI (Permanent URL): 10.1108/09684889710189093
Article citation: H. McIlveen, K. Greenan, P. Humphreys, (1997) "Involving students in teaching and learning: a necessary evil?", Quality Assurance in Education, Vol. 5 Iss: 4, pp.231 - 238
The Authors
H. McIlveen, Lecturer at the School of Leisure and Tourism, University of Ulster at Jordanstown, Newtonabbey, Norther Ireland
K. Greenan, Lecturer at the School of Management, University of Ulster at Jordanstown, Newtownabbey, Northern Ireland
P. Humphreys, Lecturer at the School of Management, University of Ulster at Jordanstown, Newtownabbey, Northern Ireland
Acknowledgements
The authors would like to acknowledge the valuable contributions of Ms C. Woodside and Mr C. McLean, Faculty of Business and Management. Funding for this project was provided by the Educational Development Unit at the University of Ulster.
Abstract
Quality has permeated higher education in various guises. Investigates the potential for improving quality in the consumer studies teaching process, through group work, presentation skills and peer/self assessment techniques, culminating in a final questionnaire and group discussion. Students accepted groupwork, while they were less enthusiastic about peer assessment. They consistently overrated and although appearing to recognize good and bad presentations, this was reflected more in their qualitative feedback, rather than in the final marks awarded, perhaps reinforcing the belief that what the technique lacks in terms of precision, it compensates for in learning quality. Final-year students developed their discriminatory abilities but were sceptical of the benefits, while year-two students, although willing, actually marked more generously. Ultimately, there is a need to continue to involve students and to see evaluation in a positive,
References: [Manual request] [Infotrieve] Jackson, M.W., Prosser, M.T (1989), "Less lecturing, more learning", Studies in Higher Education, Vol [Manual request] [Infotrieve] Pennington, G., O’Neil (1994), "Enhancing the quality of teaching and learning in higher education", Quality Assurance in Education, Vol