Pedagogy
What is learning?
Factors which promote effective learning
Characteristics of effective university teachers
Reflective practice and the action learning cycle
Essential components of university teaching [download PDF document]
What is learning?
"Higher learning is an active, interactive, self-aware process that results in meaningful, long-lasting changes in knowledge, skills, behaviours, beliefs, attitudes... that can not be attributed primarily to maturation."
It is useful to distinguish between deep and surface learning. It is usually deep learning that lecturers aim to foster in their students.
| Deep learning involves ... | Surface learning involves ... |
| active thinking analysis critical evaluation making connections more effective retention an ability to apply new learning to different contexts challenging tasks |
limited thinking little analysis little critical evaluation learning new material in isolation from context ineffective retention little ability to apply new learning to different contexts relatively easy tasks (sometimes of the 'hunt and peck' variety) |
Adapted from Angelo, T.A. (1993). A Teacher's Dozen: Fourteen General,
Research-Based Principles for Improving Higher Learning in Our Classrooms.
The AAHE Bulletin, 45(8), pp. 3-7 & 13.
Factors which promote effective learning
Fourteen general research findings about effective learning.
In general, students learn more when they:
- are actively engaged with the work
- have high but realistic expectations and goals
- receive regular, timely and specific feedback
- focus on what's most important
- are aware of their learning
- experience a balance of intellectual challenge and academic support
- are explicitly aware of preconceptions and prior learning and are willing to unlearn when necessary
- connect new and prior knowledge
- organise their learning in a meaningful way
- apply their learning to real-world situations
- they are assessed appropriately and understand the assessment criteria
- work regularly and productively with instructors
- work regularly and productively with other students
- invest time and make a committed effort.
Adapted from Angelo, T.A.
(1998). A Teacher's Dozen: Practical, Research-Based Guidelines for
Improving Teaching, Assessment, and Learning. . The AAHE Bulletin,
98(2), p. 15.
Characteristics of effective university teachers
Effective university teachers:
- have a strong knowledge of the field
- set appropriate assessment tasks
- demonstrate impartiality overall and specifically in assessing students
- encourage active learning
- are clear in their teaching
- show enthusiasm for teaching in general and their field in particular
- show sensitivity to and concern with students' progress
- encourage lecturer-student contact
- foster cooperation among students
- respect different talents and learning styles
- are available and helpful
- are efficient in course preparation and organisation
- provide prompt feedback
- regularly engage in reflective practice
For an understanding of what The University of Queensland requires in teaching practice, the items in the TEVAL documents are very informative, as are the Academic Portfolio of Achievement documents on teaching.
For more information about flexible teaching and learning see our page
on Why flexible learning?
Reflective practice and the action learning cycle
One of the hallmarks of an effective university teacher is the habit of critical self-analysis. Analytical reflection need not be an involved or complex process. It might simply consist of thoughtful post-teaching ruminations or a coffee break conversation with a colleague.
Reflection can, however, be more formalised. One framework which has formalised such reflection is the action learning cycle. UQ's Action Learning Program Website defines the action learning cycle and contains information about the action learning program, its philosophy and structure. As indicated in the diagram below, this process is an ongoing one which begins when the academic plans a teaching approach, puts it into action, observes what happens, takes time to reflect, and then revises the plan where necessary. This is a straightforward yet effective means of keeping on one's teaching toes and ensuring continued attention to improving teaching practice.
