In this section of the website, you can access a set of references for each guideline. As in any research field, there is debate in the literature from which these guidelines have been drawn; nevertheless, these guidelines align with key concepts that commonly underpin principles of learning. It is not expected that every guideline will be relevant to and applicable in all learning and teaching practices at UNSW.
| Engaging students in learning |
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1. Effective learning is supported when students are actively engaged in the learning process. Hatfield, S.R. 1995, The Seven Principles in Action: Improving Undergraduate Education, Anker Publishing Company, Inc., Bolton, MA. Johnson, D.W., Johnson, R.T., & Smith, K.A. 1991, Active Learning: Cooperation in the College Classroom, Interaction Book Company, Edina, MN. Meyers, C. & Jones, T.B. 1993, Promoting Active Learning: Strategies for the College Classroom, Jossey-Bass, San Francisco. |
2. Effective learning is supported by a climate of inquiry where students feel appropriately challenged and activities are linked to research and scholarship. André, R. & Frost, P.J. (eds) 1997, Researchers Hooked On Teaching: Noted Scholars Discuss the Synergies of Teaching and Research, Sage, California. Clark, B. 1997, "The Modern Integration of Research Activities with Teaching and Learning," Journal of Higher Education, vol. 68, no. 3, pp.241-55. Freestone, R., Bagnara, A., Scoufis, M. & Pratt, C. (eds) 2003, The Learning Community: First Explorations of the Research-Teaching Nexus at UNSW, The University of New South Wales, Sydney. Hattie, J. & Marsh, H.W. 1996, "The Relationship between Teaching and Research: A Meta-Analysis," Review of Educational Research, vol.66, no.4, pp.507-42. Hounsell, D. 2002, "Does research benefit teaching? And how can we know?" Exchange , no. 3, pp. 6-7, viewed 23 March 2004, URL: http://www.exchange.ac.uk/files/eissue3.pdf Jenkins, A., Breen, R. & Lindsay R. with Brew, A. 2003, Reshaping Teaching in Higher Education: Linking Teaching with Research, Kogan Page, London. Jenkins, A. 2002, Designing a Curriculum that Values a Research-based Approach to Student Learning , LTSN Generic Centre, York, viewed 23 March 2004, URL: http://www.heacademy.ac.uk/resources.asp?process=full_record§ion=generic&id=163 Zamorski, B. 2002, "What do students think of research?" Exchange , no. 3, pp. 21-22, viewed 23 March 2004, URL: http://www.exchange.ac.uk/files/eissue3.pdf Zubrick, A., Reid, I. & Rossiter, P. 2001, Strengthening the Nexus between Teaching and Research , Department of Education, Training, and Youth Affairs, Canberra, viewed 23 March 2004, URL: http://www.dest.gov.au/archive/highered/eippubs/eip01_2/01_2.pdf |
3. Activities that are interesting and challenging, but that also create opportunities for students to have fun, can enhance the learning experience. Powell, J.P. & Andresen, L.W. 1985, "Humour and Teaching in Higher Education," Studies in Higher Education, vol.10, no.1, pp.79-90. |
4. Structured occasions for reflection allow students to explore their experiences, challenge current beliefs and develop new practices and understandings. Boud D., Keough, R., & Walker, D. (eds) 1985, Reflection: Turning Experience into Learning, Kogan Page, London. Boud, D. 1995, Enhancing Learning through Self Assessment, Kogan Page, London. Kerka, S. 1996. Journal Writing and Adult Learning, ERIC Clearinghouse on Adult Career and Vocational Education, Columbus OH, viewed 23 March 2004. URL: http://www.ericdigests.org/1997-2/journal.htm Kolb, D.A. 1984, Experiential Learning: Experience as the Source of Learning and Development, Prentice-Hall, New Jersey. McGill, I. & Brockbank, A. 1998, Facilitating Reflective Learning in Higher Education, SRHE & Open University Press, Buckingham. Moon, J. 1999, Learning Journals: A Handbook for Academics, Students and Professional Development, Kogan Page, London.
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| Contextualising students' learning experiences |
5. Learning is more effective when students' prior experience and knowledge are recognised and built on. Angelo, T.A. & Cross, K.P. 1993, Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition, Jossey-Bass, San Francisco. Dochy, F., Segers, M., & Buehl, M. 1999, "The Relation between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge," Review of Educational Research, vol.69, no.2, pp.145-86. Entwistle, N. 2000, "Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts", Paper presented to the Teaching and Learning Research Programme (TLRP) Conference, Leicester, November, viewed 23 March 2004, URL: http://www.ed.ac.uk/etl/docs/entwistle2000.pdf Gravoso, R., Pasa, A. & Mori, T. 2002, "Influence of students' prior learning experiences, learning conceptions and approaches on their learning outcomes", Quality Conversations: Proceedings of the 2002 Annual International Conference of the Higher Education Research and Development Society of Australasia (HERDSA) , HERDSA, Edith Cowan University, Perth, viewed 23 March 2004, URL: http://www.cowan.edu.au/conferences/herdsa/main/papers/ref/pdf/Gravoso.pdf Tobias, S. 1994, "Interest, Prior Knowledge and Learning," Review of Educational Research, vol.64, no.1, pp.37-54. |
6. Students become more engaged in the learning process if they can see the relevance of their studies to professional, disciplinary and/or personal contexts. Cantor, J.A. 1997, Experiential Learning in Higher Education: Linking Classroom and Community , ERIC Clearinghouse on Higher Education, Washington DC, viewed 23 March 2004, URL: http://www.ntlf.com/html/lib/bib/95-7dig.htm Kuh, G., Douglas, K., Lund, J. & Ramin-Gyurnek, J. 1994, Student Learning Outside the Classroom: Transcending Artificial Boundaries , ERIC Clearinghouse on Higher Education, Washington DC, viewed 23 March 2004, URL: http://www.ntlf.com/html/lib/bib/94-8dig.htm Marchese, T. 1998 (Jan), "The new conversations about learning: insights from neuroscience and anthropology, cognitive science and work-place studies", New Horizons for Learning , viewed 22 June 2007, URL: http://www.newhorizons.org/lifelong/higher_ed/marchese.htm Stein, D. 1998, Situated Learning in Adult Education , ERIC Clearinghouse on Adult Career and Vocational Education, Columbus OH, viewed 23 March 2004, URL: http://www.ericdigests.org/1998-3/adult-education.html |
7. If dialogue is encouraged between students and teachers and among students (in and out of class), thus creating a community of learners, student motivation and engagement can be increased. Brower, A. & Dettinger, K. 1998, "What is a learning community? Toward a comprehensive model", About Campus , vol. 3, no. 5, pp. 15-21. Gabelnick, F., MacGregor, J., Matthews, R. & Smith, B. (eds), 1990, Learning Communities: Creating Connections Among Students, Faculty, and Disciplines , [New Directions for Teaching and Learning, no.41] Jossey-Bass, San Francisco. Smith, B., 1993, "Creating learning communities", Liberal Education , vol. 79, no. 4, pp. 32-39. Tinto, V. 1997, "Classrooms as communities: exploring the educational character of student persistence", The Journal of Higher Education , vol. 68, no. 6, pp. 599-623. |
| Creating an inclusive learning and teaching experience |
8. The educational experiences of all students are enhanced when the diversity of their experiences are acknowledged, valued, and drawn on in learning and teaching approaches and activities. Ballard, B. & Clanchy, J. 1997, Teaching International Students , IDP Education Australia, Deakin ACT. Gurin, P., Dey, E., Hurtado, S. & and Gurin, G. 2002, "Diversity and higher education: theory and impact on educational outcomes", Harvard Educational Review , vol. 72, no. 3, pp. 330-66. Hurtado, S. 1996, "How diversity affects teaching and learning", The Educational Record , vol. 7, no. 4, pp. 27-29, viewed 23 March 2004, URL: http://www.diversityweb.org/research_and_trends/research_evaluation_impact/benefits_of_diversity/sylvia_hurtado.cfm King, R., Hill, D. & Hemmings, B. (eds), 2000, University and Diversity: Changing Perspectives, Policies and Practices in Australia , Keon Publications, Wagga Wagga NSW. Northedge, A. 2003, "Rethinking teaching in the context of diversity," Teaching in Higher Education , vol. 8, no. 3, pp. 17-32. Sinclair, A. & Wilson, V. 1999, The Culture-Inclusive Classroom: Perspectives from Management Education , Melbourne Business School [University of Melbourne], Melbourne. Watkins, D. & Biggs, J. (eds), 1996, The Chinese Learner: Cultural, Psychological and Contextual Influences , Centre for Comparative Research in Education, Hong Kong/ Australian Council for Educational Research, Camberwell VIC. |
9. Students learn in different ways and their learning can be better supported by the use of multiple teaching methods and modes of instruction (visual, auditory, kinaesthetic, and read/write). Biggs, J. 1987, Student Approaches to Learning and Studying , Australian Council for Educational Research, Hawthorn VIC. Claxton, C. & Murrell, P. 1987, Learning Styles: Implications for Improving Education Practices , [ASHA-ERIC Higher Education report No.4] Association for the Study of Higher Education, Washington DC. Entwhistle, N. 1981, Styles of Learning and Teaching: An Integrated Outline of Educational Psychology for Students, Teachers and Lecturers , John Wiley, Chichester. Kolb, D. 1984, Experiential Learning: Experience as the Source of Learning and Development , Prentice-Hall, New Jersey. Manner, B. 2001, "Learning styles and multiple intelligences in students: getting the most out of your students' learning", Journal of College Science Teaching , vol. 30, no. 6, pp. 390-93. Robotham, D. 1999, The Application of Learning Style Theory in Higher Education , Geography Discipline Network Discussion Papers, viewed 23 March 2004, URL: http://www.chelt.ac.uk/gdn/discuss/kolb2.htm Smith, J. 2002, "Learning styles: fashion fad or lever for change? The application of learning style theory to inclusive curriculum delivery", Innovations in Education and Teaching International, vol. 39, no. 1, pp. 63-70. |
| Designing an engaging, contextualised, and inclusive curriculum |
10. Clearly articulated expectations, goals, learning outcomes, and course requirements increase student motivation and improve learning. Allan, J. 1996, "Learning outcomes in higher education", Studies in Higher Education , vol. 21, no. 1. pp. 93-108. Biggs, J. 1996, "Enhancing teaching through constructive alignment", Higher Education , vol. 32, no. 3, pp. 347-64. Foster, G. 1993, Design of University Courses and Subjects: A Strategic Approach , HERDSA, ACT. Toohey, S. 1999, Designing Courses for Higher Education , SRHE & Open University Press, Buckingham. |
11. When students are encouraged to take responsibility for their own learning, they are more likely to develop higher-order thinking skills such as analysis, synthesis, and evaluation. Schunk D. & Zimmerman B. (eds), 1998, Self-Regulated Learning: From Teaching to Self-Reflective Practice , The Guildford Press, New York. Davis, T. & Murrell, P. 1994, Turning Teaching into Learning: The Role of Student Responsibility in the Collegiate Experience, ERIC Clearinghouse on Higher Education, Washington DC, viewed 23 March 2004, URL: http://www.ntlf.com/html/lib/bib/93-8dig.htm |
12. Graduate attributes - the qualities and skills the university hopes its students will develop as a result of their university studies - are most effectively learned in a disciplinary context. Bennett, N., Dunne, E. & Carré, C. 2000, Skills Development in Higher Education and Employment , SRHE & Open University Press, Buckingham. Chapman, L. 2004, Graduate Attributes Resource Guide: Integrating Graduate Attributes into Undergraduate Curricula , University of New England, Armidale. Clanchy, J. & Ballard, B. 1995, "Generic skills in the context of higher education", Higher Education Research and Development , vol. 14, no. 2, pp. 155-66. de la Harpe, B., Radloff, A. & Wyber, J. 2000, "What do professional skills mean for different disciplines in a business school? Lessons learned from integrating professional skills across the curriculum", in Chris Rust (ed.), Improving Student Learning: Improving Student Learning Through the Disciplines , The Oxford Centre for Staff and Learning Development, Oxford, pp. 208-23. Department of Education, Training, and Youth Affairs, 2000, Employer Satisfaction with Graduate Skills , Research Report 99/7, Evaluations and Investigations Program, Higher Education Division, DETYA, Canberra, viewed 23 March 2004, URL: http://www.dest.gov.au/archive/highered/eippubs/eip99-7/eip99_7pdf.pdf Fallows, S. & Steven, C. (eds), 2000, Integrating Key Skills in Higher Education: Employability, Transferable Skills and Learning for Life , Kogan Page, London. Gibbs, G., Rust, C., Jenkins, A. & Jaques, D. 1994, Developing Students' Transferable Skills , The Oxford Centre for Staff Development, Oxford. Hager, P., Holland, S. & Beckett, D. 2002, Enhancing the Learning and Employability of Graduates: The Role of Generic Skills , Business/Higher Education Round Table Position Paper No.9, Melbourne, viewed 23 March 2004, URL: http://www.bhert.com/Position Paper No 9.pdf Higher Education Quality Council (HEQC) Quality Enhancement Group, 1995, What are Graduates? Clarifying the Attributes of 'Graduateness' , Deliberations, London Guildhall University, London, viewed 23 March 2004, URL: http://www.lgu.ac.uk/deliberations/graduates/starter.html#biblio Woollard, A. 1995, "Core skills and the idea of the graduate", Higher Education Quarterly , vol. 49, no. 4, pp. 316-25. |
| Teaching an engaging, contextualised, and inclusive curriculum |
13. Learning can be enhanced and independent learning skills developed through appropriate use of information and communication technologies. Brabazon, T. 2002, Digital Hemlock: Internet Education and the Poisoning of Teaching , UNSW Press, Sydney. Chickering, A.W. and Ehrmann, S.C. 1996, "Implementing the seven principles: technology as lever", AAHE Bulletin , vol. 49, no. 2, pp. 3-6, viewed 23 March 2004, URL: http://aahebulletin.com/public/archive/sevenprinciples.asp Ehrmann, S.C. 1997, Asking the Right Question: What Does Research Tell Us about Technology and Higher Learning? Learner.org, Annenberg/CPD, Washington DC, viewed 23 March 2004, URL: http://www.georgetown.edu/crossroads/guide/ehrmann.html Murphy, D., Walker, R. & Webb, G. (eds), 2001, Online Learning and Teaching with Technology: Case Studies, Experience and Practice , Kogan Page, London. Salmon, G. 2000, E-Moderating: The Key to Teaching and Learning Online , Kogan Page, London. |
14. Learning cooperatively with peers - rather than in an individualistic or competitive way - may help students to develop interpersonal, professional, and cognitive skills to a higher level. Adams, D. & Hamm, M. 1990, Cooperative Learning: Critical Thinking and Collaboration across the Curriculum , Charles C. Thomas, Springfield Illinois. Boud, D. Cohen, R. & Sampson, J. (eds), 2001, Peer Learning in Higher Education: Learning From and With Each Other , Kogan Page, London. Johnson, D. 1992, Cooperative Learning: Increasing College Faculty Instructional Productivity , ERIC Clearinghouse on Higher Education, Washington DC, viewed 23 March 2004, URL: http://www.ntlf.com/html/lib/bib/92-2dig.htm Race, P. 2000, 500 Tips on Group Learning , Kogan Page, London. Sharan, S. (ed.), 1990, Cooperative Learning : Theory and Research , Praeger, New York. Slavin, R. 1990, Cooperative Learning: Theory, Research, and Practice , Prentice Hall, Englewood Cliffs, N.J. |
15. Effective learning is facilitated by assessment practices and other student learning activities that are designed to support the achievement of desired learning outcomes. Angelo, T. & Cross, K. 1993, Classroom Assessment Techniques: A Handbook for College Teachers , 2 nd edn, Jossey-Bass, San Francisco. Biggs, J. 1995, "Assessing for learning: some dimensions underlying new approaches to educational assessment", The Alberta Journal of Educational research , vol. 41, no. 1, pp. 1-17. Brown, G. 2001, Assessment: A Guide for Lecturers , LTSN Generic Centre, York, viewed 23 March 2004, URL: http://www.swap.ac.uk/docs/ltsn/assess/03Lecturers.pdf Brown, G., Bull, J. & Pendlebury, M. 1997, Assessing Student Learning in Higher Education , Routledge, London. Brown, S. & Glasner, A. (eds), 1999, Assessment Matters in Higher Education , SRHE & Open University Press, Buckingham. Gibbs, G. 1995, Assessing Student Centred Courses , The Oxford Centre for Staff Development , Oxford. Heywood, J. 1999, Assessment in Higher Education: Student Learning, Teaching, Programmes and Institutions , Jessica Kingsley, London. Fink, L.D. 2003, Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses , Jossey-Bass, San Francisco. Miller, A., Imrie, B. & Cox, K. 1998, Student Assessment in Higher Education: A Handbook for Assessing Performance , Kogan Page, London. Rowntree, D. 1987, Assessing Students: How Shall We Know Them? 2 nd edition, Harper & Row, London. Toohey, S. 1999, Designing Courses for Higher Education , SRHE & Open University Press, Buckingham. |
16. Meaningful and timely feedback to students improves learning. Angelo, T. & Cross, K. 1993, Classroom Assessment Techniques: A Handbook for College Teachers , 2 nd edition, Jossey-Bass, San Francisco. Brown, G. 2001, Assessment: A Guide for Lecturers , LTSN Generic Centre, York, viewed 23 March 2004, URL: http://www.swap.ac.uk/docs/ltsn/assess/03Lecturers.pdf Brown, G., Bull, J. & Pendlebury, M. 1997, Assessing Student Learning in Higher Education , Routledge, London. Cowan, J. 2003, "Assessment for learning: giving timely and effective feedback", Exchange , no. 4, viewed 23 March 2004, URL: http://www.exchange.ac.uk/files/eissue4.pdf Race, P. 2001, The Lecturer's Toolkit: A Practical Guide to Learning, Teaching and Assessment , London, Kogan Page. Toohey, S. 1999, Designing Courses for Higher Education , SRHE & Open University Press, Buckingham. |