Show simple item record

dc.contributor.authorSander, Paulen_US
dc.date.accessioned2008-10-17T11:24:07Z
dc.date.available2008-10-17T11:24:07Z
dc.date.issued2004-09-01en_US
dc.identifier.citationPsychology Learning and Teaching, 4 (1), pp.15-21en_US
dc.identifier.issn1475-7257en_UK
dc.identifier.urihttp://hdl.handle.net/10369/272
dc.identifier.urihttp://www.wwwords.co.uk/pdf/validate.asp?j=plat&vol=4&issue=1&year=2004&article=4_Sander_PLAT_4_1_web
dc.description.abstractThis paper was an interim summary of 12 years research, largely action research, into the students’ perspective on their teaching and learning. It started as a presentation to the Welsh Branch of the British Psychological Society, developed through a UWIC learning and teaching conference into this paper (and the three subsequent versions that it spawned). The research began with colleagues in the Open University, grew into a similar project with non-distance learners in three UK universities (collaborating with colleagues in Loughborough and Leicester Universities) and pursued further in extensive collaborative research with a colleague here in UWIC which resulted in the development of a psychometric scale to gain insights into students’ perceived levels of academic confidence. In essence, the paper argues that if we are to teach students effectively we have to know something about them and in today’s HE climate teachers might have to resort to psychometrically derived knowledge.en_US
dc.publisherThe Higher Education Academyen_US
dc.titleIncreasing student numbers: diminishing tutor insight?en_US


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following collection(s)

Show simple item record