Enhancing Student Engagement in Large, Non-Disciplinary First Year Survey Courses

Autor/inn/en	Baldwin, Annabelle; Koh, Ernest
Titel	Enhancing Student Engagement in Large, Non-Disciplinary First Year Survey Courses
Quelle	In: International Journal of Teaching and Learning in Higher Education, 24 (2012) 1, S.113-121 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Learner Engagement; Feedback (Response); Introductory Courses; Surveys; Foreign Countries; Student Attitudes; Alienation; Cognitive Style; Higher Education; World History; Australia + Suchen Sie Ihr Suchwort? Einführungskurs; Survey; Umfrage; Befragung; Ausland; Schülerverhalten; Entfremdung; Cognitive styles; Kognitiver Stil; Hochschulbildung; Hochschulsystem; Hochschulwesen; Weltgeschichte; Australien
Abstract	Large first year survey units pose unique challenges to both teachers and learners. Survey units are designed to deliver non-disciplinary specific knowledge about a given subject to a wide audience of learners. However, first year students in these units often find that they are unable to identify the architecture of such units, and are hence uncertain of what they need to take from the course. Employing a mix of qualitative and quantitative data, this article highlights the unique challenges of teaching large survey courses, identifies the causes of anxiety and disengagement amongst learners in such units, and reports on a range of innovative practices that were designed to assuage apprehension and engage first years enrolled in survey courses. It demonstrates how integrating assessment techniques that provide developmental and skills-based feedback, tasks that signpost their performance, and encouraging students to move beyond a surface learning approach can enhance the engagement of the students across large first year survey courses towards the unit material. (Contains 4 tables.) (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10