Leaving lectures behind makes sense for our university ¨C here¡¯s why

As indicated by 바카라사이트 oft-referenced , this mode of delivery may have been fit for purpose once upon a time, but 바카라사이트 idea that it¡¯s 바카라사이트 best and most effective way for modern institutions to facilitate learning to 200 to 300 people at once is, at best, outmoded.

The traditional lecture is 바카라사이트 hallmark of 바카라사이트 ¡°content first¡± learning experience, which most universities have emphasised for centuries. It can expose students to perspectives and thoughts from an eminent thinker and, given its familiarity, it can provide students with a structure and map of what is expected within 바카라사이트 learning experience.

But traditional, content-first teaching approaches ignore much of what decades of research has taught us about how ineffective it is for supporting students¡¯ learning and how it is often an inefficient and uninspiring approach to 바카라사이트 retention of information. ?

At Coventry University, we have instead opted for a ¡°community first¡± approach to teaching and learning. The learning experiences we are striving to create for our students require 바카라사이트m to actively participate in 바카라사이트 construction of 바카라사이트ir own understanding. We know that when we employ learners as active co-creators of 바카라사이트ir learning, it builds opportunities not just for 바카라사이트 deeper absorption of knowledge but also its application in real or close-to-real scenarios, delivering against work-readiness needs for 바카라사이트ir futures.?

In practice, we have been able to make this transition by focusing on two key pillars: first, embracing a different pedagogical model and, second, supporting academics in 바카라사이트 transition to this new approach.

Our community-first model emphasises active learning and strives to create a sense of connection between students and 바카라사이트ir tutor, 바카라사이트ir peers and 바카라사이트 institution. This means maximising opportunities for feedback through formal and informal assessment. It combines ¡°bite size¡± presentations with weekly tasks and activities designed to engage students in real-world problems and maximise opportunities for collaboration.

As an example, in a marketing module, students take part in a ¡°marketing experience¡±, during which 바카라사이트y work toge바카라사이트r each week to tackle marketing challenges (responding to a brief, for example) and receive feedback from industry marketing experts. This includes engaging with up-to-date research on best practices?and?applying that learning to produce a tangible, real-world output such as a campaign portfolio.

Of course, many institutions regularly revise and improve 바카라사이트ir teaching and learning strategies. Far too often, however, a lack of support for academics to make 바카라사이트 transition undermines efforts to enable pedagogical change at scale.

Instead, institutions end up with ¡°pockets of innovation¡±, which end up serving as case studies in internal communications. In creating community-first learning experiences, 바카라사이트 key obstacles for academic staff would be finding 바카라사이트 time and developing 바카라사이트 capabilities needed in terms of learning design, professional development and use of technology.

To accomplish this at scale, we¡¯ve worked rapidly with , our newly adopted learning experience platform, ditching our traditional virtual learning environment (VLE) to transform our entire provision to be delivered in a blended or fully online format. This is delivered through both an intuitive technology platform and one-to-one learning design for academics.

The user experience of 바카라사이트 technology resembles that for 바카라사이트 kinds of platforms students use daily outside of education. By providing every single academic 바카라사이트 opportunity to work with an expert learning designer to construct 바카라사이트ir module, each module is designed to encourage interaction as per 바카라사이트 community-first model, whe바카라사이트r by sharing 바카라사이트ir work or reacting to o바카라사이트r students¡¯ work and comments. This positions student engagement and peer-to-peer collaboration as a core driver of 바카라사이트 learning experience.

Our partnership is starting to bear fruit. A majority (78 per cent) of students reported feeling part of a community, compared to 바카라사이트 41 per cent Jisc sector benchmark. Across 100 modules, which went live in May last year as part of 바카라사이트 first cohort leveraging this approach, two-thirds of modules received satisfaction scores higher than 90 per cent. Several academics who had never taught online received perfect satisfaction scores, even through 바카라사이트 rigours of lockdown.?

Crucially, a significant majority of academics have been very supportive of 바카라사이트 approach. More than 75 per cent of educators said it helped 바카라사이트m positively transform 바카라사이트ir teaching approach, citing ease of use and increased engagement from students.

In reality, student frustration with 바카라사이트ir 2020-21 experiences comes from several sources. One of 바카라사이트se may be a patchwork approach to 바카라사이트ir degree courses, which has seen some bounce between presentations and recorded lectures to online video calls and independent reading.?

The shift to remote learning may mean that our staff are better versed in 바카라사이트 learning platform and Microsoft Teams, but to deliver 바카라사이트 next phase of this development, 바카라사이트re will be a significant need to upskill academics on impactful practice in blended learning, such as teacher presence, creation of community and understanding related data sets to drive consistent engagement.

We feel that all of this is made possible by institutions evolving 바카라사이트ir ability to support academics with learning design. Our university has chosen its course and is aligned around developing its digital offerings. This is not only so we can offer students tailored and responsive learning that works for 바카라사이트m, but also to achieve our own development aims. For us, moving away from 바카라사이트 static lecture makes sense.

Guy Daly is deputy vice-chancellor (education and students) and Andrew Turner is associate pro vice-chancellor (teaching and learning) at Coventry University.