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Teaching and learning across disciplines : student and staff experiences in a newly modularised system
Date Issued
2010-12
Date Available
2010-11-10T15:21:33Z
Abstract
Within modular degrees it is sometimes possible for students to broaden their education by taking modules from outside their main programme of study. This is one significant aspect of modular degrees which has not been studied. In an effort to better understand this issue, the research reported in this paper explored the experiences (a) of students taking modules from outside their programme of study and (b) of staff teaching modules with significant numbers of students from other programmes. In total, 820 undergraduate students responded to an on-line survey; 12 academic staff members participated in interviews. The survey focused on students’ reasons for choosing the module, their experiences of assessment and their perceptions of workload. Interviews with academic staff focused on the influence of non-programme students on teaching and assessment practices. The discussion addresses the implications of student choice and classroom diversity for teaching and assessment in modular systems.
Sponsorship
Other funder
Other Sponsorship
Strategic Innovation Fund
Type of Material
Journal Article
Publisher
Routledge / Taylor & Francis
Journal
Teaching in Higher Education
Volume
15
Issue
6
Start Page
675
End Page
689
Copyright (Published Version)
2010 Taylor & Francis
Subject – LCSH
Independent study
Universities and colleges--Elective system
Interdisciplinary approach in education
Language
English
Status of Item
Peer reviewed
ISSN
1470-1294 (electronic)
1356-2517 (paper)
This item is made available under a Creative Commons License
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