Get them involved - a Case Study of Teaching Content and Assessment Design for a Property Course

Ge, J

Get them involved - a Case Study of Teaching Content and Assessment Design for a Property Course

Ge, J

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Publisher:: The University of New South Wales
Publication Type:: Conference Proceeding
Citation:: Australasian Universities Building Educators Association (AUBEA), 37th Annual International Conference: Proceedings, 2012, pp. 67 - 77
Issue Date:: 2012-01

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Field	Value	Language
dc.contributor.author	Ge, J https://orcid.org/0000-0002-2252-7829	en_US
dc.contributor.editor	Kamardeen, I	en_US
dc.contributor.editor	Newton, S	en_US
dc.contributor.editor	Lim, B	en_US
dc.contributor.editor	Loosemore, M	en_US
dc.date	2012-07-04	en_US
dc.date.issued	2012-01	en_US
dc.identifier.citation	Australasian Universities Building Educators Association (AUBEA), 37th Annual International Conference: Proceedings, 2012, pp. 67 - 77	en_US
dc.identifier.isbn	978-0-646-58127-9	en_US
dc.identifier.uri	http://hdl.handle.net/10453/19381
dc.description.abstract	Students can get bored with just learning theory and the 'chalk and talk' delivery method in a classroom. Nowadays it is increasingly a challenge to attract students' learning interest in higher education. This paper explores the development of relevant content and assessment methods for teaching in order to deepen students' engagement in their learning. The paper firstly identifies the learning styles and characteristics of the younger generations through a literature review. A Relevance Teaching Model is then developed. A property course is then used as a case study to discuss the application of the teaching model. The results of a Student Feedback Survey (SFS) are used for evaluating the effectiveness of the teaching model. Finally the research concludes that students learning activities are affected by different teaching methods and the findings suggest that students learn better when the topics are relevant and of interest to them. This implies that students are no longer satisfied to be passive recipients of learning and that they want to be engaged and control their own learning. Improvements in the traditional methods of teaching to incorporate relevant knowledge and provide interactive learning environment to students is recommended.	en_US
dc.publisher	The University of New South Wales	en_US
dc.relation.ispartof	Australasian Universities Building Educators Association (AUBEA), 37th Annual International Conference: Proceedings	en_US
dc.relation.ispartof	Australian Universities Building Education Association Annual Conference	en_US
dc.title	Get them involved - a Case Study of Teaching Content and Assessment Design for a Property Course	en_US
dc.type	Conference Proceeding
utslib.location	Sydney, Australia	en_US
utslib.location.activity	Sydney, Australia	en_US
utslib.for	1299 Other Built Environment and Design	en_US
dc.location.activity	Sydney, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2012-07-06	en_US
pubs.place-of-publication	Sydney, Australia	en_US
pubs.start-date	2012-07-04	en_US

Abstract:

Students can get bored with just learning theory and the 'chalk and talk' delivery method in a classroom. Nowadays it is increasingly a challenge to attract students' learning interest in higher education. This paper explores the development of relevant content and assessment methods for teaching in order to deepen students' engagement in their learning. The paper firstly identifies the learning styles and characteristics of the younger generations through a literature review. A Relevance Teaching Model is then developed. A property course is then used as a case study to discuss the application of the teaching model. The results of a Student Feedback Survey (SFS) are used for evaluating the effectiveness of the teaching model. Finally the research concludes that students learning activities are affected by different teaching methods and the findings suggest that students learn better when the topics are relevant and of interest to them. This implies that students are no longer satisfied to be passive recipients of learning and that they want to be engaged and control their own learning. Improvements in the traditional methods of teaching to incorporate relevant knowledge and provide interactive learning environment to students is recommended.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/19381