Student experiences of threshold capability development with intensive mode teaching : final report.
Intensive mode teaching (IMT) involves students participating in classes or facilitated learning activities on fewer days and for longer each day than is traditional for the discipline. The mode has been used for many years in disciplines in which classes are structured to accommodate practical expe...
| Institutions: | University of Western Australia RMIT University University of Tasmania |
|---|---|
| Main Authors: | , , , , , , , , |
| 出版: |
Australia. Dept of Education and Training (DET)
2018
|
| 主题: | |
| 在线阅读: | https://ltr.edu.au/resources/SP14-4624_Male_Report_2018.pdf |
| 总结: | Intensive mode teaching (IMT) involves students participating in classes or facilitated learning activities on fewer days and for longer each day than is traditional for the discipline. The mode has been used for many years in disciplines in which classes are structured to accommodate practical experience, such as education and health, and in courses where many students work full time, such as Masters courses in business and law (Davies, 2006). In the 21st century, IMT is used for staff to teach in blocks at offshore and regional campuses. The convenience of the mode has increased, with technology now providing opportunities for students to access information, learning activities, assessments, and peers and teachers outside class. The mode inherently raises concerns about whether students have time to learn, with classes on fewer days than traditionally. Despite the increasing popularity of IMT, until now knowledge about understanding how to teach in the mode was scarce. This project aimed to promote and support improved student experiences of learning in units (also known as courses or papers) that involve IMT. The method involved, a survey, two-phase studies, interviews, development of a draft guide and workshops. [Executive summary, ed] |
|---|---|
| ISBN: | 9781760514679 (PDF) 9781760514686 (DOCX) 9781760514693 (print ed) 9781760514679 (PDF) 9781760514686 (DOCX) 9781760514693 (print ed) |
