Jensen, Kathrine and Bennett, Elizabeth (2016) Enhancing teaching and learning through dialogue: a student and staff partnership model. International Journal of Academic Development, 21 (1). pp. 41-53. ISSN 1470-1324
- Accepted Version
Restricted to Repository staff only until 2 June 2017.
This paper explores a model for developing student and staff partnerships to enhance the quality of teaching and learning and situates the model in literature on student engagement. The model enables staff and students to step outside their normal roles and the traditional student-teacher relationship into a less pre-defined mode of interaction and liminal space where conversations about teaching and learning can take place. At the most transformative, this model enables academic staff to get a sense of learner perspectives and to view students as partners and collaborators while students develop insights into the perspectives of staff. The authors argue that the model represents an innovative approach to engaging students in a meaningful way in enhancing teaching and learning and has the potential to reframe the student-teacher relationship into a more collaborative one that goes beyond listening to students.
|Uncontrolled Keywords:||academic development; liminality; partnership; quality enhancement; student engagement|
|Subjects:||L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
|Schools:||School of Education and Professional Development
Teaching and Learning Institute
|Depositing User:||Kathrine Jensen|
|Date Deposited:||22 Jun 2015 15:00|
|Last Modified:||07 Dec 2016 13:37|
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