CeDARE Centre for Developmental & Applied Research in Education

1. CeDARECentre for Developmental & Applied Research in Education Perceptions of HE teaching effectiveness: students, lecturers and pedagogy- consensus or conflict?Prof. Jo Allan 5 May, 2010

2. Conceptions of Learning Characteristics of the student e.g. previous experience, current understanding, epistemological position Students’ perception of context e.g. clear goals, good teaching, appropriate assessment, measure of independence, learning outcomes Teachers’ approach to teaching e.g. teacher/student focus, epistemological position A Relational View of Learning Approaches to learning Learning Outcomes

3. Approaches to learning Students who adopt a surface approach: perceive teaching as poorer; perceive goals and standards as less clear; perceive workload too high; perceive assessment to be testing reproduction; perceive a lack of independence in what & how they learn; have poorer quality understanding of key concepts; have lower quality & quantity of outcomes.

4. Selected items in the Approaches to Teaching Inventory I feel it is important to present a lot of facts in classes so that students know what they have to learn for this subject. B. I feel a lot of teaching time in this subject should be used to question students’ ideas. C. I design my teaching in this subject with the assumption that most of the student have very little useful knowledge of the topics to be covered. D. We take time out in classes so that the students can discuss, among themselves, the focused difficulties that they encounter studying this subject. (Prosser & Trigwell, 1999)

5. Definitions of effectiveness:: are inherently contentious; should be seen in relation to aims (Abbott 1998); where constructive alignment is practised (Biggs, 2003); should take cognisance of social, economic and political factors (Mortimore, 1998; Hopkins & Reynolds, 2001); should focus on maximising student outcomes but this does not mean that the definition is value-free!

6. Campbell et al (2004, p. 456) argue that an output model: ‘despite appearances, [it] is not value-free so much as based in a value system of instrumental pragmatism, in which ends are taken for granted and means pursued without reference to them. The consequence has been that the literature has insulated effectiveness research from both the larger moral frame of education, and from the need to see this reflected in more specific values underlying the teaching process.’

7. Definitions of effectiveness: Yates (2005) differentiates between an ‘effective’ teacher and a ‘good’ teacher; ‘effective teaching is about reaching achievement goals, it is about students learning what they are supposed to in a particular context, grade or subject’ (Beriner, 2005 p. 207); marketisation, managerialism & perfomativity (Ball, 2003); managerialism - the 3 Es of economy, efficiency and effectiveness.

8. One to remember! ‘it is helpful to remember that what the student does is actually more important in determining what is learned that what the teacher does.’ Shuell (1986, p. 411)

9. Findings from effectiveness research (1) Offering a supportive learning environment: provision of intellectual excitement, enthusiasm and a stimulating & creative environment; a high degree of subject knowledge; respect for, and interest in, students; a climate of approachability; provision of a motivating environment; recognition of student diversity. (a synthesis of: Marsh, 1987;Swartz et al, 1990; Entwistle & Tait 1990; Ramsden, 1991; Lowman & Mathie, 1993; Brown and Atkins, 1993; Porter and Brophy, 1988; Patrick & Smart 1998; Vielba & Hillier 2000; Hillier, 2002; ILT 2002; Biggs, 2003; Skelton 2004; & Yates 2005).

10. (2) Academic expectations: high level of expected output; expected outcomes expressed directly in academic terms– explaining to students what they are to learn and why; clarity in standards and assessment criteria; appropriate workload and level of difficult; development of critical thought.

11. (3) Scaffolding Learning varied ways to teach content; anticipation of misconceptions in students existing knowledge; appropriate pace for the group being taught; high level of engagement; excellent management of student behaviour; systematic, well organised and well structured sessions;

12. Scaffolding Learning cont’d students work collaboratively with both their peers and their teachers; effective and timely feedback; encouragement of independent learning; encouragement of active learning; effective & sympathetic guidance.

13. (4) Clarity strong unambiguous presentational skills; high quality explanation.

14. Aspects of teaching students value most: fieldtrips, practical & hands-on experience; small group teaching & working; staff contact; the enthusiasm, skills and knowledge of academic staff; access to experts e.g. at end of lectures or in laboratories; face-to -face contact with full-time academics; contact with inspiring staff. (J.M. Consulting ,2008, p.20)

15. A phenomenographic approach (Marton, 1981; Marton & Booth 1997). Two interrelated questions: (1) What do students perceive to be effective teaching in their first year in HE?; (2) What are the qualities of teachers which first year students perceive to promote their learning? 295 participants; Focus groups - 81 education/32 non-education; a Likert-scale questionnaire 80 Education/90 non- education (law students).

16. Findings – students value highly teachers who: 1. display real enthusiasm; video clip 2. have excellent subject knowledge but …… “I would like to say that it doesn’t matter how much previous experience you’ve got and how incredibly amazing your career has been this doesn’t necessarily make you a good teacher. I think there is an important boundary to draw because the requirement is for them to come and stand in front of a group of people to pass their knowledge on; they must know how to do this” (Science student). ) 3.

17. Findings cont’d 3. Scaffold learning manage students effectively; make effective use of IT; engage students in a learning experience; audio clip 4. change the way students think; audio • .

18. Table 2 The top 5 statements from each respondent group describing effective university teachers the most positively.

19. Table 3 The top 5 statements describing effective university teachers with the least dissension for each group

20. Signature pedagogies: ‘elements of instruction and of socialisation that teach disciplinary novices to think, performand to act with integrity to the discipline’ (Shulman, 2005 p.52). define what counts as knowledge in a particular field and thus influence significantly what and how students learn.