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Doctrina perpetua: an initiative to enhance teaching and learning at Central Queensland University. Danaher, P. A. and soundofheaven.info Doctrina Perpetua: Guides on Obstetrics. Stock: Available. RM RM Product code: Publisher, R&S Publishing House. Publication. Doctrina Perpetua Guide to Obstetrics & Gynaecology. likes. Another proud product of the Doctrina series where it again is aimed to help and guide.
The public-access health clinic on campus caters for up to clients per day. The campus includes lecture theatres, a performance theatre, tutorial rooms, computer laboratories, a nursing laboratory, video-conference rooms, recording studios, student accommodation, a bookshop, a refectory and a library. Refereed proceedings of the Evaluation Forum: Regional Universities Network. Willis, B. Central Queensland University.
This feeling was based on the proportionately low number of students who made contact with academics for course content related enquiries. It was reaffirmed by the gaps in understanding and limited coverage of core concepts that were found after marking assessment pieces.
Despite course profiles notifying students of this academic support and notices to this effect on WebCT and assignment feedback, few students accessed these stakeholders. Several students complained that they should not have been marked down for poor spelling and grammar, as this was not considered to be course content, despite a marking matrix clearly indicating its importance. It seemed that students were also grappling with the shift from a teacher- to a student-centred learning paradigm.
The Internet abounds with educators questioning whether students learn as much in the absence of traditional, face-to-face instruction Willis, The AUC is an annual event where educators and information technology developers meet to discuss challenges and to share solutions. For most of the courses taught, this consists of a course profile with administrative and assignment marking guidelines, paper-based text and readings, problem-based workbook and assignments, and online computer-based communication areas and residential schools.
Some lessons learned AUC lesson 1: Students do only what they get marks for doing Despite the use of course materials firmly based on providing practical, application-based learning, there are still large gaps in what students are choosing to learn.
Common responses included difficulty finding the time to study given their busy work and family schedules. This translated to the fact that many students first opened their course material halfway into the term in time to submit their first assignment. The brutally honest informed their lecturer that they had skimmed course materials for highlights in order to produce their assignments—some even attached notes and sent emails apologising for the poor quality of work. Five per cent of the course grade rests on the completion of this task, thus sending the message that this is not an optional request.
There are several things it is hoped to achieve with this change, including acquainting students with Blackboard and encouraging them to start the course on schedule. If this does not happen, then a shift to a student—tutor system will be considered in the future.
The urge to cut the number of assignments required of busy students has also been resisted. Thus the message is clear: AUC lesson 2: Choose your communication medium based on educational needs and economic prudence Most educators believe in the importance of face-to-face interaction between students and teachers — the authors are no different. With the full support of the Head of School, it was soon determined that to conduct the tutorials using ISL would not be prudent.
This was because the cost benefit analysis did not measure up. People working full- time, sometimes on shift schedules, would necessitate multiple ISL sessions. ISL will however be used in the following term with first year on-campus students at the Bundaberg campus. It also promotes subject- based stakeholder Internet sites in order to encourage self-directed lifelong learning outside the immediate course content. The OHS portal is continuously updated as necessary and actively promoted to our students and colleagues in course materials, newsletters and emails.
It is expected that this will be a welcomed convenience to students who plan their study schedules over evening and weekend hours. In the past, a videotape was produced for distribution with course materials. Whilst the videotape was able to bring a visual focus to some course materials, the resources required to duplicate, distribute and update it were exorbitant. It has been found in the past that, despite having received training, many students lack sufficient computer skills to enter a profession where they are required to keep abreast of rapidly changing information and legislation.
The CD-ROM reaffirms the importance of other relevant information stakeholders located on the electronic highway. It is also intended that videostreaming technology will be used to present a human face to students in the form of instructors and local industry experts. Conclusion We have promoted the idea of a shift in thinking about teaching, from what was viewed as a traditional, teacher-centred focus steeped in our respective experiences before coming to CQU, to a distance education, student-centred paradigm.
Thus adaptation to capitalising on the best of both the face-to-face and the distance education worlds will continue as the future of lifelong learning — for ourselves as well as for our students — is fully embraced.
References Cross, K. Adults as learners.
San Francisco: Jossey Bass Publishers. Daniel, J. The multi-media mega-university: The hope for the 21st century. January , , pp. Sheffield, UK: North England Education Conference.
Gelpi, E. A future for lifelong education Vol. Lifelong learning: Principles, policies and practices Manchester monographs no. Manchester, UK: September Learn how and when to remove this template message.
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