February 28, 2014

Does It Matter How Students Feel about a Course?


A line of research (done mostly in Australia and Great Britain) has been exploring what prompts students to opt for deep or surface approaches to learning. So far this research has established strong links between the approaches taken to teaching and those taken to learning. If teachers are focused on covering large amounts of content and do so with few attempts to involve and engage students, students tend to learn the material by memorizing it, often without much understanding of it. This new work involved a 388-student cohort enrolled in a first-year biology course and explored the relationship between the ways students emotionally experience a course and the approach that they take to learning in the course.

June 10, 2010

Helping Student Apply What They Learn


I recently set out to make introductory managerial accounting a more effective learning experience for students. The course is typically taken in a student’s first or second year. The range of experiences students bring to the course can be quite diverse. Some may have never been employed, still live at home, and have parents who work in white-collar jobs. Others may have worked and lived on their own, and have family who may own or run a store or work in factories. This diversity means that some students have no mental picture of how goods are manufactured, while others understand the process required to get a product to the customer.

March 4, 2009

The ECHO Model of Experiential Learning


As educators we hear and heed Peter McLaren’s warning, “You can’t teach people anything … You have to create a context in which they can analyze themselves and their social formations and lives.” 1 We believe the creation of this context must be our aim as educators, and this context must be balanced between theory and practice. In our pursuit to strike this balance, we believe that experiential education has the potential to assist our fellow educators in transforming their pedagogical practices to more deeply engage their students and improve learning outcomes.