The interdependence of repetition and relevance in university lectures

Giménez-Moreno, Rosa

doi:10.1016/j.pragma.2012.02.013

Cited by 4 publications

(1 citation statement)

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“…It also stood out when teachers crossreferenced other course and assessment information for students, such as supplementary assessment documents provided in class or online, and assessment information provided on the course page in the learning management system. Repeating important terms and concepts and providing information multimodally and in different places increases accessibility (e.g., Giménez-Moreno, 2012;Katz & Brownlie, 2012;Nelson et al, 2013;Topçu, 2008). The final element that stood out was when teachers used formatting to highlight certain elements in the syllabus or other assessment documents.…”

Section: Contribution Of Course Assessment Documentsmentioning

confidence: 99%

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

Beynen¹

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Changes in academic demands, expectations, and ways of demonstrating knowledge through assessments are among the challenges faced by students transitioning to university. There is transition research in the Canadian context, but little documenting students' experiences with assessment, or how they develop their assessment literacies (e.g., understanding assessment in the course context and how assessment information is used to monitor and improve learning). This research examined how first-year university students' experiences with, knowledge of, and expectations about assessment impacted the development of their assessment literacies as they transitioned to university. The exploratory case study was theoretically framed by social cognitive theory (Bandura, 1977a(Bandura, , 1986 and reflexivity (e.g., Ryan, 2015;Schön, 1983Schön, , 1987. Three data sources were collected from ten first-year student participants: course assessment documents that triangulated students' responses from two semi-structured interviews and students' assessment journal entries. These data were coded using Saldaña's (2016) structural, emotion, and values coding. Course assessment documents were compared and considered in order to understand how students receive, make sense of, and use feedback.Hattie and Timperley (2007) pointed out that feedback that is controlling, negative, or uninformative can negatively impact motivation and self-regulation by reducing students' autonomy and self-efficacy. Black and Wiliam (1998a) believed in the importance of open and clear communication between teachers and students to aid in the understanding and uptake of formative feedback and feed-forward: "…dialogue between pupils and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas" (p. 86).Hyland and Hyland ( 2001) noted the important interpersonal aspects involved in the communication of feedback and there is a growing trend in the feedback literature that emphasizes students' role in the feedback process, making it a cycle of communication and action between teachers and students as opposed to a one-way, single communication of information that starts with teachers and ends with students (e.g., Boud & Molloy, 2013;Molloy & Boud, 2014). This shift in focus to the role of students and indeed, including students, was also seen above in relation to student-centred learning and building students' autonomy. However, this shift seems to have occurred in theory only in many instances since the majority of exchanges in assessment and feedback occur between teachers and students, with a significant power imbalance and often one-way, single communications (e.g., Boud & Molloy, 2013;Molloy & Boud, 2014). In the context of feedback on written work, Hyland and Hyland (2001) observed that feedback not only communicates teacher reactions to and advice on student work, but it also communicates a teacher's stance and beliefs about writing.

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Section: Contribution Of Course Assessment Documentsmentioning

confidence: 99%

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

Beynen¹

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From model to methodology: developing an interdisciplinary methodology for exploring the learning–teaching nexus

Knewstubb

Nicholas

2017

International Journal of Research & Method in Education

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A systematic review on lecturing in contemporary university teaching

2022

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IntroductionArticles published in scientific journals, concerning the present and future of the lecture format in university education in the twenty-first century are framed within organizational settings that drive teaching methodologies in line with educational policies. The following two research questions have arisen from articles in which debate the continuity of this teaching modality and propose improvements of a different nature: (1) Is there an interest in renovating the lecture format among the international research community whose remit is university teaching methods? and (2) What improvements to the lecture format do the reviewed articles suggest, within the framework of the communicative matrix of interactive learning?MethodWe have carried out a systematic review guided by the PRISMA approach, emphasizing the interest in methodological conceptual commitment, paying attention to documents published in journals with an impact factor. The search strategy was applied homogeneously in three databases: ERIC, PsycInfo, and Web of Science, following the systematic process of inclusion/exclusion.ResultsForty-five articles were selected with a range of 0–78 quotations, from different fields of knowledge and five continents; 12 articles are from journals with a JCR impact factor. The journal articles cover communicative (21), cognitive (13) and active-practical perspectives (11); the predominant governing aim of the analyzed improvements is connected with the attendees’ academic performance results (24); the reviewed studies belong mainly to the quantitative paradigm (42). The considerations derived from the results (45) cover formative, technical and/or critical aspects.Discussion and conclusionsWhilst positively valuing all these efforts promoted by the European Higher Education Area, we have also verified the lack of contributions in line with our concerns that embrace the need to develop an in-depth conceptualization, supported by a methodology that is sensitive to the complexity of the oral communication format between an expert actor and non-specialized actors who wish to connect and collaborate with the expert in the production of knowledge.

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The interdependence of repetition and relevance in university lectures

Cited by 4 publications

References 11 publications

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

From model to methodology: developing an interdisciplinary methodology for exploring the learning–teaching nexus

A systematic review on lecturing in contemporary university teaching

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