A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

56 ❘
Teaching, supervising, learning
formative feedback on their journal entries, but in the latter weeks of the course
the entries were given assessed feedback.
In contrast, courses at levels 2 and 3 focused more on student-directed learning
around a topic, case study, and so on. This required students individually and
in groups to research, reflect, share resources, engage in critical discussion and
integrative activities online in order to be able to complete their assessment
activities.
E-learning student–teacher communication
Introduction to teacher videos, course instructional materials, email and
telephone contact information, announcement boards and quick feedback
evaluations were designed to replicate the accessibility of ‘face-to-face’
communication in the e-environment.
(Dr Ann Gilroy, School of Theology, University of Auckland)
EVALUATION
Evaluation of student learning and the efficacy of the teaching processes is an integral
aspect of curriculum design and it also serves as a quality assurance measure.
Different methods of evaluation are discussed in detail in Chapter 14. It is important
to note here that an evaluation process is built into any curriculum development strategy.
Evaluation carried out regularly and appropriately can give us feedback on student
attainment (summative evaluation), student approaches to and understanding of the
learning context and valuable data on which to make future decisions (formative
evaluation), and supports the iterative process of curriculum design, development and
delivery.
OVERVIEW
This chapter provides basic information for academic staff from all disciplines with
responsibilities for planning learning and teaching activities and developing curricula.
The link to UK frameworks on the academic infrastructure has also been made so that the
reader is aware of the context in which higher education operates. The importance of the
concept of alignment of learning, teaching and assessment has been identified as crucial
for all staff involved in all types of curriculum design and development.
REFERENCES
Biggs, J (1999) Teaching for Quality Learning at University, Buckingham: SRHE/Open University
Press.