Quality Teaching Quality Learning

Quality Teaching Quality Learning

Michael Prosser (University of Sydney, Australia & University of Hong Kong, Hong Kong)
Copyright: © 2013 |Pages: 12
DOI: 10.4018/978-1-4666-3661-3.ch002
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The aim of this chapter is to outline the results of over 20 years’ research into university teaching from a student-learning perspective, how teaching from this perspective relates to student learning (its processes and outcomes), and the implications of this research for supporting quality assurance of, quality enhancement of, and the recognition and reward of teaching and learning in higher education. These results have important implications for how we develop and implement quality assurance and enhancement processes in teaching and learning and how we recognise and reward quality teaching in higher education. If the outcomes of good teaching are quality student learning, then quality assurance, quality enhancement, and the recognition and reward for good teaching needs to focus on the students and their learning. This is a student-focused view of quality teaching. Some of these implications are described by examining some recent developments in quality assurance, enhancement, and recognition and reward at the University of Hong Kong.
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A Model Of Teaching And Learning

Figure 1 shows a model of teaching and learning which summarizes much of the research into teaching and learning from a student learning perspective. The model is in two parts. The top part summarizes research into student learning. The bottom part summarizes research into teaching. The model suggests that high quality student learning outcomes are associated with the way in which students approach their studies. Their approach is, in turn, associated with how they see, perceive, and understand the teaching and learning context. Their perceptions are conditioned by their previous experiences of teaching and learning on the one hand and on the design of the context on the other. It also suggests, and most importantly for this chapter, that student approaches to learning are associated with their teacher’s approaches to teaching. Similar to student learning, teachers’ approaches to teaching are associated with their perceptions of the teaching and learning context which, in turn, are conditioned by the context itself and their own previous experiences of teaching and learning.

Figure 1.

A model of teaching and learning


Thus from this model of teaching and learning, the focus of high quality teaching is on the way in which the teacher approaches his/her teaching, and its influence on the way in which students approach their learning.


Teachers Approaches To Teaching

In the early 1990s, research on teaching and learning from a student learning perspective started to focus on the variation in the way university teachers approached their teaching (Martin and Balla, 1991; Samuelowicz and Bain, 1992, 2001; Prosser and Trigwell, 1996; Kember, 1997). A fundamental distinction is exemplified in the following quotations:

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