No more lectures: you are all adult learners now

Paper


Marchant, Teresa, Pedersen, Cec and Noordink, Peter. 2002. "No more lectures: you are all adult learners now." Cameron, Jim, Shaw, Greg and Arnott, Allan (ed.) Teaching and Learning Conference 1999. Darwin, Australia 28 - 30 Jun 1999 Darwin, Australia.
Paper/Presentation Title

No more lectures: you are all adult learners now

Presentation TypePaper
AuthorsMarchant, Teresa (Author), Pedersen, Cec (Author) and Noordink, Peter (Author)
EditorsCameron, Jim, Shaw, Greg and Arnott, Allan
Journal or Proceedings TitleTertiary teaching: doing it differently, doing it better
Number of Pages12
Year2002
Place of PublicationDarwin, Australia
ISBN1876248742
Conference/EventTeaching and Learning Conference 1999
Event Details
Teaching and Learning Conference 1999
Event Date
28 to end of 30 Jun 1999
Event Location
Darwin, Australia
Abstract

This case study describes the learning experience of a team of academics in a business faculty as they embarked on an odyssey of teaching innovation. This innovation essentially dispensed with the standard 'one lecture, one tutorial per week, every week, for twelve weeks' format which had always been used to teach a foundation business subject Organisational Behaviour and Management. From this point of view we were doing it differently. It was based on an underlying philosophy of independent adult learning, in which students took responsibility for their own learning. This included their own reading program, rather than having the text book 'spoon fed' to them in weekly lectures, as well as a desire to add value to our face-to-face teaching, that is, 'to do it better'. This project is now in its third year of implementation and, somewhat paradoxically in some aspects, the teaching format has reverted to an even more 'lock-step' structured approach than was originally the case in the traditional offering of the subject. Surprisingly, this was more due to resistance to change from students rather than staff.
This case study first reviews some of the literature relating to two competing views of the learning process. The two views of knowledge development are empiricism, or objectivism, and the more current constructivism. This review is done to highlight the theoretical basis for differences between traditional (talk and chalk) style university teaching, and the newer principles of independent learning that informed the teaching innovations discussed here.

Keywordscase study; academics; teaching
ANZSRC Field of Research 2020390303. Higher education
390409. Learning sciences
390103. Economics, business and management curriculum and pedagogy
Public Notes

Copyright of the content of each chapter in this book remains with the authors. Apart from any fair dealing for the purpose of private study, research, criticism or review, no part may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission.
Held USQ Library 378.12 Ter

Byline AffiliationsDepartment of Government, Economics and Logistics
School of Management and Marketing
Faculty of Business
Institution of OriginUniversity of Southern Queensland
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