The influence of theory and student feedback on learning design

Margaret Lloyd, Nan Bahr

Abstract


The papers in this issue put paid to the simplistic objective binary that teachers teach and students learn. The complex reality is that teachers design and scaffold student learning experiences based on theoretical constructs and discipline standards. Xia (this issue) concisely explains that “goals are set in order to reach a specific performance outcome” and that “learning outcomes can be defined in general as acting as a benchmark for ensuring teaching quality” (p. 25). These experiences are then customised to meet particular student needs and contexts and, in turn, modified for logistical reasons such as timing or access to human and physical resources.

 The main reason for modification, however, is clearly from student feedback. This feedback, in turn, is substantively drawn from affective responses and inherent goals and capacities which can include: prior experience, background, personality, academic background, interests, cognitive ability, quality of teaching and student expectation (Xia, this issue).


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References


Biggs, J. (2003). Teaching for quality learning at university – What the student does (2nd. ed.). Buckingham, UK: SRHE / Open University Press.

Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., Cameron, L., Badilescu-Buga, E., & Bower, M. (2016). The Larnaca Declaration on Learning Design. Journal of Interactive Media in Education. 1(7), 1-24. Retrieved from http://www-jime.open.ac.uk/collections/special/reflections-on-the-larnaca-declarationon-learning-design




DOI: http://dx.doi.org/10.5204/jld.v10i2.297
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