Get A Handbook for Teaching and Learning in Higher Education: PDF

By Heather Fry

The guide is delicate to the competing calls for of educating, examine and scholarship, and educational administration. opposed to the contexts, the ebook makes a speciality of constructing expert educational talents for instructing. facing the swift growth of using know-how in larger schooling and widening pupil variety, the absolutely up-to-date and improved version contains new fabric on, for instance, e-learning, lecturing to giant teams, formative and summative evaluate, and supervising examine scholars. half 1 examines instructing and supervising in better schooling, targeting various ways and contexts half 2 examines educating in discipline-specific parts and contains new chapters on engineering, economics , legislations and the artistic and acting arts. half three considers ways to demonstrating and embellishing perform Written to aid the distinction in instructing required to lead to studying of the best quality, it will be crucial examining for all new teachers, relatively an individual taking an accepted path in educating and studying in larger schooling, in addition to all these skilled academics who desire to increase their educating. these operating in grownup studying and schooling improvement will locate it a very resource.

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Additional info for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rd edition)

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This cuts across many of the dimensions discussed earlier, in that both extrinsically and intrinsically motivated students can be high or low in achievement motivation. It is a gross over-simplification, but nevertheless it seems reasonable to suggest that our own research and the existing literature have identified three main types of motivation: intrinsic, extrinsic and achievement motivation (with amotivation simply being the opposite end of the continuum to achievement motivation). MOTIVES AND BEHAVIOUR There is surprisingly little evidence as to the behaviour associated with different motives.

Intrinsically motivated students enjoy a challenge, want to master the subject, are curious and want to learn; while extrinsically motivated students are concerned with the grades they achieve, external rewards and whether they will gain approval from others (Harter, 1981). While the fit is not perfect, the parallels with our own classification system are clear, with intrinsic motivation corresponding closely to personal development and extrinsic motivation corresponding to means to an end. Other major distinctions that have been made in the literature also map closely on to our categorisation.

In nursing and engineering). The concept also applies to research groups in science and engineering, even though many members may be unfamiliar with the term. TEACHING FOR LEARNING ‘It is important to remember that what the student does is actually more important in determining what is learned than what the teacher does’ (Sheull, cited in Biggs, 1993). This statement is congruent with a constructivist view and also reminds us that students in 22 ❘ Teaching, supervising, learning higher education must engage with and take considerable responsibility for their learning.

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