Complete thesis - Murdoch University

to ensure tasks were on schedule. They concluded that this flexibility reduced stressand allowed them to focus on the learning they needed to achieve for the task.These perceptions were confirmed in student comments in the University survey (SSU), referringspecifically to ENG301:Student A This unit teaches a process that is built on knowledge but moreimportantly that knowledge is converted to a skill via practiceon the problem. I don’t believe this is achieved by the otherstyle of teaching e.g. lectures and exercise typeassignmentsStudent B These design studios are a formalisation of what isoccurring naturally i.e. we learn from and work with each otheralreadyStudent C This method of teaching has provided me with a frame workthat I can use to identify future problems and developsolutions.The approach initiated in 2003 was continued this year – as teacher, I was present duringthe class time, and could be called on as required. Again, this seemed more effective withthis group – either I was more comfortable with the facilitator role (very probable) or thecohort (being a year further in their studies) more relaxed in that atmosphere. I suspectboth perspectives to be relevant. Their ASI scores (described a little later in this section)also suggested this cohort would be more amenable to this style of learning.Vaughn The lecturer spending the agreed allocated time inthe class room has been very useful i.e. we have been able tolearn at a faster rate because we have been able to consult withthe lecturer when we where unsure i.e. the lecturer became amentor/consultant who suggested and guided rather than justgiving being a lecture/guruSimon I think structure a course this way is a very goodidea, especially for foreign students. You learn more Englishduring a project or during working in a group than in a lecture.Also in this structure it is possible to ask questions wheneveryou want. In a lecture it is not always possible. Additionally358