Increasing student numbers and diversity: a problem or a stimulus

Stewart, M. Kathryn

doi:10.1088/0031-9120/30/1/008

Cited by 7 publications

(3 citation statements)

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“…Class heterogeneity makes it extremely challenging for teachers to tailor a plan that satisfies all students (Perry, 1997). Lecturing, in particular, has been identified as an ineffective teaching method for heterogeneous groups (Stewart, 1995). Attempting to suit the curriculum to the majority, teachers may easily fall into the trap of mediocrity, which inevitably dissatisfies some students (Casey, Casiello, Gruca-Peal, & Johnson, 1995).…”

Section: Model Specificationmentioning

confidence: 99%

Cross-level effects of class characteristics on students' perceptions of teaching quality.

Ting¹

2000

Journal of Educational Psychology

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Using the multilevel methodology, this study analyzed 3 dimensions of teaching quality perceived by Chinese students in Hong Kong, China: (a) overall satisfaction with lecturing performance, (b) overall satisfaction with course design, and (c) a self-rated measure of effort devoted to studying. The models capture both student-level and class-level effects within the same analytical framework. Seniors and students majoring in the same subject as the course were found to be more satisfied with course design and to work harder than others. The strongest effect on course ratings, however, came from students' judgment of various aspects of course design and lecturing skills. In addition, larger classes tended to record lower ratings on all outcome measures. In terms of cross-level interaction, students' perceptions of teaching attitude affected their rating of course design and effort in studying more markedly in smaller than in larger classes, and appropriate course content played a more critical role in the rating of lecturing performance in heterogeneous than in homogeneous classes.The transformation from elite institutions to public service providers during the past few decades has put teaching performance at universities increasingly under public scrutiny. As an institutional response to the demand for public accountability, course evaluation has become standard practice in most universities in the United States. Having the appeal of being objective and precise, together with the rise of student consumerism, students' ratings based on a standard set of questions have gained popularity over other evaluative procedures such as self-evaluation, peer review, and the department chair's assessment (Dowd, 1988;Hamilton, 1980;Ory, 1991). Recently, student ratings have spread to the East, where economic prosperity and the rise of democracy have begun to challenge the traditional authority and autonomy of higher education institutions. Although course evaluation is a well-established and thoroughly researched practice in North America, few studies have examined whether it can be applied to other countries, particularly in Asia, where such practice is uncommon (Marsh,

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Section: Model Specificationmentioning

confidence: 99%

Cross-level effects of class characteristics on students' perceptions of teaching quality.

Ting¹

2000

Journal of Educational Psychology

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“…In the process both I and the students NEW APPROACHES have benefited. The resulting changes made to the Foundation Course content and style of delivery have been described elsewhere (Stewart 1995(Stewart , 1996.…”

Section: Background To Initiatives In Loughborough University Physics...mentioning

confidence: 99%

“…Inevitably this has meant that HE institutions (HEIs) must no longer just cater for a tiny minority of academically elite students. In addition HEIs have been making positive steps to widen access to HE to those groups who have been traditionally underrepresented, for example mature students, those from certain ethnic minorities and those from Social Classes IIIb to V. These factors taken together have resulted in many lecturers, faced with large groups of students from wide-ranging backgrounds, finding it necessary to rethink radically the content and style of course delivery if quality in learning is to be maintained (Gibbs 1992, Stewart 1995.…”

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confidence: 99%

Promoting resource-based learning in HE Physics: tales from the Resource Centre

Stewart

1998

Phys. Educ.

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This paper describes a small-scale initiative to introduce resource-based learning into courses undertaken in the Department of Physics at Loughborough University. To provide the necessary facilities a Resource Centre containing text, audio, video, videodisc and computer resources was set up. At the end of its first year of operation the usefulness (and usage) of the Centre was evaluated by means of questionnaires issued to students. As a result of the mainly positive responses further developments are taking place to increase student involvement in resource-based learning.

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Ting

2000

Research in Higher Education

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Increasing student numbers and diversity: a problem or a stimulus

Cited by 7 publications

References 1 publication

Cross-level effects of class characteristics on students' perceptions of teaching quality.

Cross-level effects of class characteristics on students' perceptions of teaching quality.

Promoting resource-based learning in HE Physics: tales from the Resource Centre

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