Transforming pedagogy from passive to active in science and engineering
In an increasingly competitive global market, universities are competing for student enrolments in an environment where time-poor students are expecting technology to both reduce their contact hours and enhance their learning experience. To cater for students' expectations, nine academics in Cu...
| Main Authors: | , , , , , , , , , |
|---|---|
| Format: | Conference Paper |
| Published: |
2014
|
| Online Access: | https://clt.curtin.edu.au/events/conferences/tlf/tlf2014/abstracts.html http://hdl.handle.net/20.500.11937/56333 |
| _version_ | 1848759848127168512 |
|---|---|
| author | Appleton, Shelley Dawson, V. El Mowafy, A. Gagnon, M. Howard, Ian Lloyd, Natalie Maynard, Nicoleta Paxman, Jonathan Southam, Daniel Saeedi, Ali |
| author_facet | Appleton, Shelley Dawson, V. El Mowafy, A. Gagnon, M. Howard, Ian Lloyd, Natalie Maynard, Nicoleta Paxman, Jonathan Southam, Daniel Saeedi, Ali |
| author_sort | Appleton, Shelley |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | In an increasingly competitive global market, universities are competing for student enrolments in an environment where time-poor students are expecting technology to both reduce their contact hours and enhance their learning experience. To cater for students' expectations, nine academics in Curtin University's Faculty of Science and Engineering participated in a research study to determine the effect of reduced didactic, face-to-face lecture time and increased use of interactive technology and active learning in a unit of their choice. The units were diverse in terms of their discipline, enrolment size, year group and mode of delivery (e.g. offshore). During semester 1, 2013, academics participated in pre- and post-unit semi-structured interviews as they trialled different pedagogical approaches. The purpose of the interviews was to determine the types of pedagogical changes, problems encountered and to encourage reflection amongst the participants. Using a multiple case study method with cross-case comparison, the interview transcripts and students comments were analysed. The findings suggest that while the rationale for change varied, the changed pedagogical approaches led to an improvement in student engagement, increased student responsibility and increased attendance. Most academics, however, experienced difficulties with workload (increased) and difficulties with technology. The implications of these findings for other academics and disciplines will be presented. |
| first_indexed | 2025-11-14T10:06:24Z |
| format | Conference Paper |
| id | curtin-20.500.11937-56333 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:06:24Z |
| publishDate | 2014 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-563332020-07-27T03:11:40Z Transforming pedagogy from passive to active in science and engineering Appleton, Shelley Dawson, V. El Mowafy, A. Gagnon, M. Howard, Ian Lloyd, Natalie Maynard, Nicoleta Paxman, Jonathan Southam, Daniel Saeedi, Ali In an increasingly competitive global market, universities are competing for student enrolments in an environment where time-poor students are expecting technology to both reduce their contact hours and enhance their learning experience. To cater for students' expectations, nine academics in Curtin University's Faculty of Science and Engineering participated in a research study to determine the effect of reduced didactic, face-to-face lecture time and increased use of interactive technology and active learning in a unit of their choice. The units were diverse in terms of their discipline, enrolment size, year group and mode of delivery (e.g. offshore). During semester 1, 2013, academics participated in pre- and post-unit semi-structured interviews as they trialled different pedagogical approaches. The purpose of the interviews was to determine the types of pedagogical changes, problems encountered and to encourage reflection amongst the participants. Using a multiple case study method with cross-case comparison, the interview transcripts and students comments were analysed. The findings suggest that while the rationale for change varied, the changed pedagogical approaches led to an improvement in student engagement, increased student responsibility and increased attendance. Most academics, however, experienced difficulties with workload (increased) and difficulties with technology. The implications of these findings for other academics and disciplines will be presented. 2014 Conference Paper http://hdl.handle.net/20.500.11937/56333 https://clt.curtin.edu.au/events/conferences/tlf/tlf2014/abstracts.html restricted |
| spellingShingle | Appleton, Shelley Dawson, V. El Mowafy, A. Gagnon, M. Howard, Ian Lloyd, Natalie Maynard, Nicoleta Paxman, Jonathan Southam, Daniel Saeedi, Ali Transforming pedagogy from passive to active in science and engineering |
| title | Transforming pedagogy from passive to active in science and engineering |
| title_full | Transforming pedagogy from passive to active in science and engineering |
| title_fullStr | Transforming pedagogy from passive to active in science and engineering |
| title_full_unstemmed | Transforming pedagogy from passive to active in science and engineering |
| title_short | Transforming pedagogy from passive to active in science and engineering |
| title_sort | transforming pedagogy from passive to active in science and engineering |
| url | https://clt.curtin.edu.au/events/conferences/tlf/tlf2014/abstracts.html http://hdl.handle.net/20.500.11937/56333 |