Teaching For Quality Learning at University

by Biggs, John B.

• ISBN13: 9780335211685
• ISBN10: 0335211682
• Edition: 2nd
• Format: Paperback
• Copyright: 2003-02-01
• Publisher: Open University Press

Summary

"...full of downright good advice for every academic who wants to do something practical to improve his or her students' learning...there are very few writers on the subject of university teaching who can engage a reader so personally, express things so clearly, relate research findings so eloquently to personal experience." (Paul Ramsden)Since the first edition of Teaching for Quality Learning at University, the tertiary sector has changed dramatically. Individual teachers, as reflective practitioners, still need to make their own decisions about how they are going to get students actively involved in large classes, to teach international students, and to assess in ways that enhance the quality of learning. But now that quality assurance and quality enhancement are required at the institutional level, the concept of constructive alignment is applied to 'the reflective institution', where it becomes a powerful underpinning to quality enhancement procedures.Also since the first edition, educational technology has become more widespread than expected, leaving some teachers apprehensive about what it might mean for them. A new chapter elaborates on how ET can be used to enhance learning, but with a warning that any tool, electronic or otherwise, is as good as the thoughtful use to which it is put.This is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institutional basis.

Author Biography

John Biggs has held Chairs in Education in Australia, Canada and Hong Kong. He is currently an educational consultant in higher education, and Honarary Professor of Psychology at the University of Hong Kong. He has published extensively on teaching and learning, with special emphasis on teaching and assessment in higher education, and teaching across cultures.

Table of Contents

Foreword to first edition	ix
Preface to second edition	xi
Acknowledgements	xiii
Changing university teaching	1	(10)
Constructing learning by aligning teaching: constructive alignment	11	(23)
Formulating and clarifying curriculum objectives	34	(22)
Setting the stage for effective teaching	56	(18)
Good teaching: principles and practice	74	(25)
Enriching large-class teaching	99	(21)
Teaching international students	120	(20)
Assessing for learning quality I: principles	140	(30)
Assessing for learning quality II: practice	170	(43)
Using educational technology: ET not IT	213	(16)
Some examples of aligned teaching	229	(21)
The reflective teacher	250	(16)
The reflective institution: quality assurance through quality enhancement	266	(25)
References	291	(14)
Index	305	(5)
The Society for Research into Higher Education	310