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The University of Southampton
Courses

EDUC6347 Learning and Teaching

Module Overview

The content of this module will typically draw on a range of research and will focus on examining various aspects of learning and teaching including: - Personal perceptions about learning and teaching. - Past and current theories/models about learning and teaching. - Theory and research on what is a ‘good’ teacher. - Theory and research on how students learn. - Research on factors that influence learning and teaching at different education phases. The main focus will be on generating discussion about issues related to Learning and Teaching in small groups, drawing on the students’ experiences, their current work/study contexts and a range of research literature.

Aims and Objectives

Module Aims

to engage students with critical evaluation of research and theoretical literature and their implications for practice as they relate to specific aspects of learning and teaching.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Demonstrate knowledge and understanding of past and current perspectives on learning and teaching and the relationship between the two.
  • Draw on research knowledge and theoretical perspectives about factors that influence learning and teaching.
  • Draw on alternative insights to reflect critically on familiar practices.
  • Critically assess research and theoretical literature and implications for your practice.

Syllabus

The content of this module will typically draw on a range of research and will focus on examining the following: - Personal perceptions about learning and teaching. - Past and current theories/models about learning and teaching. - Theory and research on what is a ‘good’ teacher. - Theory and research on how students learn. - Research on factors that influence learning and teaching at different education phases.

Learning and Teaching

Teaching and learning methods

The module will be taught using a variety of teaching and learning approaches. These will include, where appropriate, lectures, group seminars, interactive teaching and tutorials.

TypeHours
Preparation for scheduled sessions36
Wider reading or practice50
Lecture8
Completion of assessment task70
Tutorial4
Follow-up work20
Seminar12
Total study time200

Resources & Reading list

Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theoryinto practice.. Australian Journal of Adult Learning. ,55 , pp. pg. 9-30.

The twin-cycle experiential learning model: reconceptualising Kolb's theory. Studies in Continuing Education. ,36 , pp. 257-274.

Towards dialogic teaching: rethinking classroom talk. 

Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching.. Educational Psychologist. ,41 , pp. 75-86.

Theorising student engagement in higher education. British Educational Research Journal. ,40 , pp. 1005-1018.

Molinari, L., & Mameli, C. (2013). Process quality of classroom discourse: Pupil participation and learning opportunities.. International Journal of Educational Research. ,62 , pp. 249-258.

Macfarlane, B. (2013). The surveillance of learning: a critical analysis of university attendance policies. Higher Education Quarterly. ,67 , pp. 358-373.

Enwistle, N., Skinner, D., Entwistle, D., & Orr, S (2000). Conceptions and Beliefs about ‘GoodTeaching’: an integration of different research areas. Higher Education Research and Development. ,19 , pp. pg 5-26.

Scaffolding and Achievement in Problem- Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006).. Educational Psychologist. ,42 , pp. 99-107.

Multiple approaches to understanding. In K. Illeris (Ed). Contemporary Theories of Learning. (pp. 106-115).. 

Student performativity in higher education: converting learning as a private space into a public performance. Higher Education Research and Development. ,34 , pp. 338-350.

Howe, C. (2014). Optimizing small group discourse in classrooms: Effective practices and theoretical constraints. International Journal of Educational Research. ,63 , pp. 107-115..

Assessment

Summative

MethodPercentage contribution
Assignment  (4000 words) 100%

Referral

MethodPercentage contribution
Assignment  (4000 words) 100%

Repeat Information

Repeat type: Internal & External

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