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dc.contributor.authorBovill, C.
dc.date.accessioned2018-06-29T15:45:15Z
dc.date.available2018-06-29T15:45:15Z
dc.date.issued2007
dc.identifierER877
dc.identifier.citationBovill, C. (2007) Linking research and teaching through student-led module evaluation., , , , ,
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/877
dc.description.abstractThis paper outlines the processes and outcomes from two innovative student-led projects to evaluate education research modules on a Masters level programme in Professional Education at Queen Margaret University, Edinburgh. Both projects were underpinned by the overall programme philosophy emphasising learner-centred approaches and strong research-teaching linkages. One project was an Action Research Evaluation project where students guided all stages of evaluating a module. The second project involved the students critiquing existing institutional module evaluation forms and then designing their own module evaluation form. Outcomes from the projects include increased student knowledge, skills and confidence in using education research methodologies and undertaking small-scale collaborative research projects. In addition, staff have gained a greater awareness of which aspects of the modules students consider should be evaluated. Students are still actively involved in the Action Research Evaluation project and are currently collaborating to write a journal article and present their findings at a seminar. The students are also directly informing the redesign of modules for the next academic year.
dc.titleLinking research and teaching through student-led module evaluation.
dc.typeconference_item
dcterms.accessRightsrestricted
dc.description.facultyCAP
dc.description.referencetextBrew, A. (2006). Research and teaching. Beyond the divide. Universities into the 21st Century Series. Basingstoke: Palgrave Macmillan. Biggs, J. (2003). Teaching for quality learning at university. 2nd revised edition. Maidenhead: Open University Press. Entwistle, N., & Ramsden, P. (1983). Understanding Student learning. London: Croom Helm. Giles, J., Ryan, D.A.J., Belliveau, G., De Freiras, E., & Casey, R. (2006). Teaching style and learning in a quantitative classroom. Active Learning in Higher Education, 7(3), 213-225. Jenkins, A., Breen, R., Lindesay, R., & Brew, A. (2002). Reshaping teaching in higher education. A guide to linking teaching with research. London: Routledge Falmer. Jenkins, A., & Healey, M. (2005). Institutional strategies to link teaching and research. Higher Education Academy (Retrieved<15.03.07>) http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id=585 Moon (2004) A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer. Prosser, M., & Trigwell, K. (1999). Understanding Learning and Teaching: The experience in Higher Education. Maidenhead: Open University Press. QMU (2006a) Introduction to Education Research Handbook. Edinburgh: Queen Margaret University. QMU (2006b) Applied Education Research Handbook. Edinburgh. Queen Margaret University. QMU (2004) MSc in Professional Education definitive document. Edinburgh: Queen Margaret University. Ramsden, P. (2004). Learning to teach in higher education. 2nd revised edition. London: Routledge Falmer.
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dc.description.eprintid877
rioxxterms.typeconference_item
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