University Teaching is an introductory course in teaching and learning in tertiary education, designed by staff at the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong. With input from instructors, guests and interviewees, including teaching award winners, students, and experts in the fields, you will be exposed to research evidence in relation to effective university teaching and practical instructional design strategies. You will also be exposed to multiple examples of effective teaching, and hear the views of teachers whose teaching has been judged to be excellent. More specifically, University Teaching will help you to address the following questions: - What does teaching in higher education involve? - What does research evidence tell us about effective teaching in higher education? - How can we ensure that our instructional design will help our students achieve their intended learning outcomes? - What pedagogic options do we have to make our teaching successful? - What assessment and feedback practices can help our students learn more effectively? After completing the learning tasks in this course, you will be able to: - Discuss the teaching and learning context in higher education and reflect on the potential challenges and opportunities you might encounter. - Explain key teaching and learning concepts and relevant evidence in relation to effective university teaching. - Analyse the relationships between various aspects of teaching and student learning. - Identify a range of instructional strategies to support effective student learning. - Apply key concepts to the structuring of course outlines and lesson plans in order to create learning experiences to support successful student learning. Course trailer: https://www.youtube.com/watch?v=ZJu-dViz3NE Course outline: http://www.cetl.hku.hk/wp-content/uploads/2017/03/CETL-MOOC-course-outline.pdf
Student voice: What kind of teaching engages us?
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Из курса от партнера The University of Hong Kong
University Teaching
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What does it look like teaching in higher education?
This module focuses on a wider scope of what it is like teaching in higher education, such as, what responsibilities are involved, where challenges and opportunities might occur, and how experienced academics approach their teaching development, to help you to think about your teaching role in a broader context.
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Dr. Lily Min ZengAssistant Professor (course designer)
Centre for the Enhancement of Teaching and Learning
Tracy, Xiaoping ZouDr.
Centre for the Enhancement of Teaching and Learning
- What kind of teaching engages students?
Why do they skip classes?
What motivates them to learn?
The answers to these questions would give us clues
about the features or the components to include
in teaching for better student engagement.
Let's hear directly from students.
- Its content has to raise my interest.
- Kind of fits in with my needs and my goals.
- So when I choose a course, then I see if
I will enjoy that course.
If I will learn something new in that course.
- Well I was looking for something that
interested me most of all.
Not at job prospects or,
so I chose this because it was quite broad,
had language, you had to learn a language.
It had a little bit of everything so that's why
I liked it in the beginning.
I think I wasn't very sure what I wanted to do,
to be honest.
- Interactive and not that we are just sitting in the
lecture hall and receiving the lecturers
lesson or knowledge but we are also allowed to
participate in the lecture actively.
Like for example,
a Q & A session or some
scenario learnings.
- The lecturer will actually interact with us
and do some experiment on us.
This kind of experiment really triggers
our interest in learning and would like to devote in class.
- I quite like interactive ones,
and just ones with like quite a lot of
teamwork presentations and case studies.
- First of all, I would like to go to lectures
that are interesting instead of,
that's more interactive I'd say.
Because sometimes just sitting there and
looking at the powerpoint and
hearing the lecturers recite the powerpoint,
it might get a little bit less interesting.
So I would prefer lecturers that are more interactive
that involves maybe more daily lives,
or things that we can actually experience
rather than just purely academical.
- I would like thermodynamics courses.
Mostly in thermodynamics there is mostly field work like
the power generation and all that.
So it seems easy to us, how a pump works,
it just increases the pressure of the water,
but it's not that easy.
How much pressure does it increase,
in what time does it increase,
how much energy will it use?
All these things you have to keep it in mind.
And it is really important when we are actually using it.
- I like to see like diagrams and pictures on a powerpoint.
It's like if it's all words
then it's sometimes discouraging for me.
For some topics if, like anatomy,
then obviously more pictures.
Then sometimes if they are flow charts or like diagrams
describing the
sequence of events in physiology.
Then I think they are more attractive for me.
- They have good powerpoints that we can follow him easily.
'Cause sometimes they don't use powerpoints
or they don't look to students.
Also the lecturer, I check sometimes.
I just google the name of the lecturer and I check if,
what they have done, what masters they have.
That's also kind of interesting as well too
to see whether I would like the course.
- I enjoy
lectures, on more small scale.
And also from a lecturer who's very
knowledgeable but also enthusiastic about what they teach.
I think that's the most important thing.
- So we probably wanna pick some
courses with good grade.
- Good grades.
Like average they should get an B plus.
- Obviously, 'cause I'm a student
I think about the grade as well so,
I would ask the seniors,
that when it comes to common course,
which are the ones that I could get a higher grade?
(upbeat music)
- Yeah I've skipped a class where I don't feel like
that class helps enrich my understanding of the subject.
- When I do it, it's generally because
I have too much work,
or if I didn't prepare for the class.
- Sometimes maybe there are really
a lot of homework to do and I just
prefer to stay at home to do my homework
instead of like going to class.
- For example, if there is an exam,
a very hard exam I have to tackled,
right after their class
I may skip the class.
- I live in the hall, and we hang out till like
two to three, and the classes is at,
half past eight the other day so we just couldn't get up.
- I'm too tired.
If I skip a class it's always in the morning
because of maybe going out the night before or, yeah.
But I've never skipped a class because I'm,
I because I haven't done the work
or I haven't done the reading
or something like that.
- When I go to the class,
the professor is not able attract the class,
is not able to attract me.
I mean, they surely know a lot,
I'm not doubting their intelligence or their
I mean, what they know, their knowledge.
But if they don't know how to
attract a class, how to deliver a lecture,
basically the teacher is reading from his lecture notes,
or powerpoint files, we can also do that.
- Some courses just repeat the powerpoint says.
What we can learn directly from the module by ourselves
or even we can get more from the readings by ourselves.
- We have a 80% exam, a 10% lab, and a 10% mid-term.
So if we
just have to give the exam
then why go to the class?
At the end of the November we just take a few notes,
we study off on our own, and then we give exam.
And if it's an 80% exam and
we can get an A if we want to.
(upbeat music)
- What motivates me answer a question is
a genuine desire to
know like
why or how things work.
And something that motivates me is like
how to understand the problem better.
When I don't wanna ask question is when
I'm just not interested,
indifferent to whatever the teacher is talking about.
- The politic course I took that
the lecturer offers an online sites for
us to ask question regarding the lectures.
And I found that this will actually motivate me to
ask more question actively both in class or
through online because the lecturer has offered
a way for us to actually think more
about what she has taught and
especially when sometimes
there are actually some counterexamples that
contradicts with the theories or
phenomena that she has taught.
And that really motivates me to ask more
to find out why there will be such
contradictions or inconsistency.
- I would hesitate if there are
lots of students in the classroom and also if I,
feels like I'm not sure about whether
my answer is correct or not.
Some teachers are actually really helpful
as they would say something like,
"no questions are stupid questions."
Or they would say, "there are no absolute answers,
"so all of you can actually voice out."
So this kind of phrases can actually make
a student feels like,
Oh I can actually try for it.
- A major factor with me,
if that teacher is giving you credit
for answering a question.
- I feel like it depends a lot on the teacher.
So for example if there's a teacher who you can tell
is very passionate about the subject
it would definitely make me more interested in it.
Whether, if you can see a teacher which
you can tell just doesn't wanna be there, is tired.
You know like, students can tell.
Like it's the small things I guess
that says a lot about the teacher or the lecturer.
(upbeat music)
- Actually the one who doesn't read from the lecture notes.
- Some lecturers are,
really good at making you get involved in the class
and feel like you're actually learning something.
- I like teachers who are
very organised in the sense that
they would tailor the curriculum
based on the class that they have.
So for example one class I have,
they'll give us weekly in-class quizzes
to make sure that we're up-to-date with the knowledge.
Which I think is very good of a lecturer,
because most lecturers just kind of talk
and then that's it.
Whether if they actually do stuff during the lecture,
it helps keep the students awake and focused and stuff,
and I think that's really important.
- And I like a teacher who is passionate about their subject
and also someone who can very precisely feel what the
level and the mood of the students are.
So I think if there's a mismatch between
what the teacher or what the professor expects
or what they think the students know and
what the students actually know or expect,
then that can be very uncomfortable
or make things work not as well.
- Considerate.
The work load definitely because sometimes
my major has a lot of readings to do so,
it can be really overwhelming sometimes
but if more guidelines can be given
or he or she could summarise the cases
in the lectures that would be very helpful to us.
(upbeat music)
- I would particularly like the online quiz because
I can choose to do it just before the deadline and
it'll give me more freedom to choose when to do it.
- Video presentation
where you need to make a video obviously.
And I find that quite unorthodox
so I really like that one yeah.
It's different from just like
sitting down and writing a paper.
- Quite like presentations and group work
just a bit more fun.
But also like individual assignments
quite like just go and fit myself
and stuff like that as well.
Not really a big fan of just like exams.
I think like everyone does something different.
Where often like the stat analysis
and stuff like that you can explore it how you like to.
There's a lot of different directions you can take
the way you present you can do different ways as well.
- I think
it would be marketing.
I think developing our own products
and actually finding the brands
that we're interested too and study on it
and invent a new product
or develop a new marketing stream,
I feel like that is more exciting
than just taking exams,
or like writing reports or research essay.
But there is one setback,
it's that you have to have good group mates,
you have to have good people to work with
or else the workload might be little bit
too overwhelming.
- Again, I found a lot of themes here
similar to what literature told us about effective teaching.
Students are more likely to be engaged
if the class meets their interests and needs,
encourage interactions, use real examples,
and give them hands-on experiences.
The other important factor influencing student engagement is
apparently the teacher.
Students can easily tell whether a teacher is passionate
or care about them.
One more thing you might have noticed
from these interviews is the power of assessment.
It's related to whether or not a student
will choose a course or come to the classroom
or participate in class.
The assessment students found meaningful
usually allows students autonomy and creativity,
encourage collaboration and have authentic elements.
This video tells us the factors that
effect student engagement.
Almost all of them can find
support in research evidence too.
I would encourage you to think about
where we could include these elements in teaching
to enhance students engagement and help them
achieve better learning outcomes.
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