Have you ever wondered what learning is like from a student’s perspective? Perhaps you’d examine your own teaching in a different light if you were the one undertaking study?
In this month’s ILT seminar, I shared how my recent experiences as a student have led me to reflect on, and change, my own teaching practice.
During this session, I provided a reflective, and sometimes critical, assessment of the assumptions we make as academics around how students complete courses. I focused on the following particular areas of teaching and learning:
- Lectures: Does attendance make a difference or are lecture recordings just as effective? How effective is large class interaction in the learning process?
- Tutorials: When, why, and how are these, and any additional learning opportunities, useful?
- Assignments: Are assignments an important part of the learning experience or just something to ‘get done’? What is the definition of ‘collaboration’ when completing assignments?
- Tests and exams: Are these the most reliable way of assessing ability?
- Communication: How useful is the class representative? Is Piazza an effective communication forum? How well are we gauging class sentiment?
Ruth Dimes is a Professional Teaching Fellow in the GSM, lecturing on the Masters of Professional Accounting programme. Prior to moving to Auckland, she was based in the UK where she was a chartered accountant in commercial finance in the FMCG industry, before specialising in accounting education. Ruth has recently completed STATS 108 and is currently completing STATS 208, and these courses provide the context for this seminar.
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