How do students approach their learning online? And what are the implications for teaching?
With the rapid and unprecedented move to online learning, issues arise about how such a move may relate to students' approaches to, and outcomes of, learning. Integral to this move has been an increase in the use of multiple-choice questions (MCQs) both for and of learning. As well, the importance of students’ online discussions has come very much to the fore. But what effect may the increased use of MCQs and online discussions have on the quality of student learning approaches and outcomes? In this seminar, Associate Professor Mike Prosser reviewed the outcomes of several research studies addressing these issues and their implications for teaching.
Michael Prosser is an internationally recognised leader in higher education research in the area of teaching and learning. His work examining university student’s approaches to learning and academics’ conceptions of, and approaches to, teaching and learning has influenced teaching and learning practices in Australia and internationally for over three decades. Prior to joining the Melbourne CSHE, Michael was Professor and Foundation Director, Centre for the Enhancement of Teaching and Learning at the University of Hong Kong. He is an elected Life Member of the Higher Education Research and Development Society of Australasia for distinguished contributions to teaching and research in higher education and of the International Society for the Scholarship of Teaching and Learning (a United States based society) for leadership in the scholarship of teaching and learning in higher education.