Title: Enhancing Student Engagement and Learning Outcome: A Student-centered Teaching Approach for Interdisciplinary Service Courses
Stream: Interdisciplinary, Multidisciplinary & Transdisciplinary Education
Presentation Type: Live-Stream Presentation
Authors:
Eva Pocher, University of Glasgow, United Kingdom
Wenya Cheng, University of Glasgow, United Kingdom
Lovleen Kushwah, University of Glasgow, United Kingdom
Abstract:
In this case study, the learning outcome of two different teaching methods within an interdisciplinary service course for Undergraduates was examined. In an Economics course for second-year Engineering students, a teacher-centered teaching approach was replaced by a student-centered teaching method halfway through the semester. Whereas the teacher-centered method concentrated on the unilateral way of teaching concepts and explaining mathematical case studies, the second approach asked students to solve math case studies as a class, helping other peers with different approaches of solutions and providing solutions to the lecturer. Through peers providing feedback as well as students immediately receiving feedback regarding their solution attempt, students were actively participating in the lectures, provided peer feedback and were able to reflect on their own learning. The feedback from peers as well as students’ reflection on their own knowledge and understanding acted as a weekly formative assessment. Valuable information and feedback could be gathered from an online survey at the end of the course, confirming that such formative assessment in form of active learning & peer feedback will improve students’ engagement, learning outcome and performance in the summative assessment.
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