The University for business

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School Of Social Science
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Enabling and Disabling Learning Students
perspectives on lecture good-practice
Dr Malcolm Cross and Jameel Nanjuwany
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Drivers and Context

• Changing HE environment
• Market place
• Expectations
• Satisfaction

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State of relevant literature

• teachers using long-standing traditional methods,
  without reflecting on their effectiveness
  (Wentzel, 1987)
• student-centred approach in which the needs of
  the students must be met by the institution
  (Skelton, 2004)

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• feedback becomes an unthinking ritual (Rolfe
  1994, 1996)
• learner is consulted on the learning process, is
  essential to student-centred teaching (Biggs
  1999)
• student as consumer and the institution as the
  service provider (Hill, 2005)

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Aims

• Determining what enables or disables student
  learning from the student persective
• Benchmarking current student opinions,
  expectations and experiences
• Developing a theory that accounts for this
  contemporary consumer perspective
• Identification of discord between existing
  pedagogic theory and contemporary student
  perspectives

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Method

• Ethical approval
• 6 Focus Groups
• Diverse UG sample discipline, mode year of
  study origin
• Open ended questions what makes an excellent
  effective lecture / lecturer
• Group data recorded, transcribed analysed using
  Grounded Theory methodology

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4 Core Themes

• Lecturer as a Person
• Lecturing Technique
• Learning Support
• Course Structure and Administration

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Lecturer as a Person

• Personal connection
• Care about teaching not a necessary evil
• Reciprocal respect
• Faith and confidence in lecturer

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Lecturing Technique

• Interaction
• Theory practice links
• Adding value
• Organisation, clear communicator, checking
  understanding

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Learning Support

• Availability of lecturer
• Facilitate independent study
• Notes as adjunct not substitute for teaching
  ideally available before lecture

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Course Structure and Administration

• Clear structure / assessment schedule / charter
  for submission and return of work
• Bureaucracy depersonalisation
• Within module feedback (relative to peers)

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Headline / Summary

• increasing contact between student and
  institution at all levels, promoting a more
  personal experience of education