Students’ and Instructors’ Beliefs About Excellent Lecturers and Discussion Leaders

Goldstein, Gary; Benassi, Victor

doi:10.1007/s11162-006-9011-x

Cited by 43 publications

(35 citation statements)

References 11 publications

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“…Lectures also reduce potential for active "show how" knowledge and limit the ability to provide feedback on student efforts. 32,33 The lecture and workshop were supplemented by an entrepreneurial information booklet prepared by the authors, which outlined the following: the definition of entrepreneurship and its context in the MPharm pathway; intended learning outcomes and the format and structure of the workshops (see Table 3); preworkshop preparation required and the resources needed; format of assessment and feedback; definitions of business terminology and guidance for the generation and development of an entrepreneurial idea.…”

Section: Designmentioning

confidence: 99%

Developing Entrepreneurial Skills in Pharmacy Students

Laverty

Hanna

Haughey

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship.

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Section: Designmentioning

confidence: 99%

Developing Entrepreneurial Skills in Pharmacy Students

Laverty

Hanna

Haughey

et al. 2015

American Journal of Pharmaceutical Education

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“…These structural dimensions relate to the organisation and structuring of various learning tasks and the presentation of materials and information in a clear, concise and accessible manner (Richardson, 2005). The process dimensions relate to the instructor's interpersonal skills and ability to engage and encourage students to contribute to learning tasks and think independently (Goldstein and Benassi, 2006). Students' evaluations clearly reflect the focus of the instructor in integrating structural and process dimensions to foster independent learning and critical thinking (Luke and Hogarth, 2011).…”

Section: Resultsmentioning

confidence: 99%

Three-step approach for developing integrated work-ready assessment tools to foster students learning and satisfaction

Adapa¹

2015

Educ. Res. Rev.

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The purpose of this paper is to present the relevance of the three-step approach undertaken by a marketing academic working in the University of New England Business School to foster distance student's learning, satisfaction and overall study experience. This work is a reflection of the author's teaching practice whereby a multitude of innovative teaching resources, relevant assignments and effective feedback system were integrated to develop work-ready assessment tools that are required for today's graduates to be readily employable. Evidence gathered from teaching and unit evaluation data obtained from the years 2011 to 2014 indicated that this three-step approach fostered students' independent learning by transforming them from being passive surface learners to deep and active learners. Similarly, the overall satisfaction rate of students with the units (subject) coordinated by the author, the pass rates and grade point averages as well as the number of distinctions and high distinctions secured by students enrolled in those marketing related units indicate the acquisition of authentic cognitive skills. The evidence gathered from teaching practice indicates the relevance of integrating work-ready assessment tools with worthwhile feedback and innovative teaching resources to enhance distance students' overall study experience.

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“…We consider these attitudes and even teachers' methods could (and even should) also adapt by looking at the main drivers (working styles) that students have. Good teaching is not necessarily perceived in the same way by students and teachers (Nasser-Abu Alhija, 2016; Goldstein & Benassi, 2006) and the interaction between the teaching style and the learning styles is very important (Radu, 2016). Kim and MacCann (2016) noticed that students prefer some particular personality traits of teachers, depending on their own personality.…”

Section: Motivation Of Business Studentsmentioning

confidence: 99%