Abstract
In looking at teaching students with mixed levels of engagement, this paper challenges assumed links between observed participation and engagement. It presents evidence from an instrument that specifically measures Tutorial Style Preferences (the TSP) that suggests that individual differences matter, that engagement is more complex than just observed participation and that engagement can be enhanced by an understanding and by catering to individual differences in learning and teaching environments. It also suggests that summative assessment of observed participation neither measures nor encourages engagement and may even discourage engagement for a significant cohort of students.
| Original language | English |
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| Title of host publication | Teaching and Learning for Global Graduates : Proceedings of the 18th Annual Teaching Learning Forum, 29-30 January 2009. Perth: Curtin University of Technology. |
| Publisher | Curtin University of Technology |
| Number of pages | 10 |
| Publication status | Published - 2009 |
| Event | Teaching and Learning Forum - Duration: 1 Jan 2009 → … |
Conference
| Conference | Teaching and Learning Forum |
|---|---|
| Period | 1/01/09 → … |
Keywords
- engagement
- learning styles