Enhancing learning experiences to improve outcomes through sessional tutor conceptual expansion

Toomas Truuvert

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

Abstract

Tutor conceptions about teaching vary, reflecting a range of awareness about learning. Overall variability in teaching practices on any given unit increases with the number of tutors, which in turn tends to diminish students’ learning experiences. This is an issue that is amplified in first-year and introductory units. An in-depth study describes the operation of a teaching development program that uses the third party observation of teaching (TPOT) method to review in-class teaching practices. Marton and Booth’s (1997) awareness and learning theory informs the program design. Results show noticeable improvements in specific Course Evaluation Questionnaire (CEQ) measures, which support the view that less variability in teaching practices enhances learning experiences and may ultimately improve outcomes. The program extends across disciplines. Moreover, it is suitable for both early career tutors and experienced tutors, and even for experienced tutors teaching in a particular subject for the first time.
Original languageEnglish
Title of host publicationResearch and development in higher education
Subtitle of host publicationreshaping higher education
EditorsM. Devlin, J. Nagy, A. Lichtenberg
Place of PublicationMilperra, NSW
PublisherHigher Education Research and Development Society of Australasia
Pages609-619
Number of pages11
Volume33
ISBN (Print)0908557809
Publication statusPublished - 2010
EventHERDSA Annual International Conference (33rd : 2010) - Melbourne
Duration: 6 Jul 20109 Jul 2010

Conference

ConferenceHERDSA Annual International Conference (33rd : 2010)
CityMelbourne
Period6/07/109/07/10

Keywords

  • sessional tutor teaching
  • student learning experiences and outcomes
  • peer and third party observation

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