1 / 16

Teaching Cultural Studies to a cohort of Chinese Students at AIT

Teaching Cultural Studies to a cohort of Chinese Students at AIT. Ms. Kelly Gallagher Lecturer - Dept. of Hospitality, Tourism & Leisure Studies THRIC 15 th June 2011. Research Question.

fia
Télécharger la présentation

Teaching Cultural Studies to a cohort of Chinese Students at AIT

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching Cultural Studies to a cohort of Chinese Students at AIT Ms. Kelly Gallagher Lecturer - Dept. of Hospitality, Tourism & Leisure Studies THRIC 15th June 2011

  2. Research Question Will changing the teaching strategy to include more participative, student centered research lead to greater student engagement in the class, deeper learning and reduce plagiarism? THRIC 2011 AIT

  3. Definition of Action Research “Any systematic inquiry conducted by teachers, administrators, counsellors, or others with a vested interest in the teaching and learning process, for the purpose of gathering data about how their particular schools operate, how they teach and how students learn”. Mills (2003) as cited in Nolen and Putten (2007:401) THRIC 2011 AIT

  4. This Presentation will cover • Why this research was undertaken • The process of action research • Findings • Recommendations • Summary THRIC 2011 AIT

  5. Why this research was undertaken • Communication barriers • Lack of engagement • Plagiarism • Rote learning by students • Attitudes to timekeeping THRIC 2011 AIT

  6. Process of Action Research Cycle One • Students carried out independent research • A practical element was introduced into the module • DVDs and relevant artefacts were taken into the class room Cycle Two • An element of the continuous assessment was restructured THRIC 2011 AIT

  7. Findings • Chinese students respond to an active style of learning • The level of engagement in the classroom increased • This particular cohort of students learn visually THRIC 2011 AIT

  8. Findings • Doing less proves to be more beneficial • Language barriers affect methods of teaching • There are differences in gender participation THRIC 2011 AIT

  9. Findings • Alternative pedagogical methods were useful • Much depended on how classes were scheduled • Improvement regarding plagiarism THRIC 2011 AIT

  10. Recommendations for Colleagues • Consider alternative teaching pedagogies • Do not try and achieve too much in one class • Field trips • Use/show DVDs and Videos THRIC 2011 AIT

  11. Recommendations for Colleagues • Reduce plagiarism by incorporating words and pictures in assignments • Incorporate gender balance into group work THRIC 2011 AIT

  12. Recommendations for Colleagues • Attend induction programmes specifically designed for lecturing Chinese students • Design assignments that do not rely on the written word alone THRIC 2011 AIT

  13. Recommendations for Education Managers • Explain the consequences of plagiarism to students • Timetable classes in the morning • Design and implement induction programmes for lecturing staff THRIC 2011 AIT

  14. Summary • Students were more involved in their learning • Move from a transmission style of teaching to a practical style • Reduced plagiarism THRIC 2011 AIT

  15. Fun ENJOYABLE Cultural Studies THRIC 2011 AIT

  16. THRIC 2011 AIT

More Related