Developing Teaching Models for Teaching in Larger Group Master Programs

Ge, J; Forsythe, PJ

Developing Teaching Models for Teaching in Larger Group Master Programs

Ge, J

Forsythe, PJ

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Publisher:: Institute of Sustainable Development and Architecture, Bond University
Publication Type:: Conference Proceeding
Citation:: 36th Annual Conference for Australasian University Building Educators Association, 2011, pp. 98 - 113
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Ge, J https://orcid.org/0000-0002-2252-7829	en_US
dc.contributor.author	Forsythe, PJ https://orcid.org/0000-0002-0997-9118	en_US
dc.contributor.editor	Best, R	en_US
dc.contributor.editor	Langston, C	en_US
dc.date	2011-04-27	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	36th Annual Conference for Australasian University Building Educators Association, 2011, pp. 98 - 113	en_US
dc.identifier.uri	http://hdl.handle.net/10453/30776
dc.description.abstract	Students enrolled in the Master Programs at the School of the Built Environment, University of Technology have vastly different cultural background and come from diverse contexts and experiences. A significant and substantial increased in the number of students in the Master programs over the previous years have raised issues of teaching quality, students satisfaction and administrative problems. Many existing literatures have discussed issues of large class teaching for undergraduate students. This study concerns teaching models of large class for Master students in Australia. The investigation begins with exploring good practices of Master Programs teaching in large class size from NSW universities through CEQ score. Questionnaire is developed and interviews are conducted to the selected participants. Collected data are then analyzed for developing teaching models for the Master Programs. The findings suggest that students satisfaction can be maintained with large classes teaching when large group lectures followed by small group of tutorials, tailored-making teaching methods are used and timely assessment feedback are provided.	en_US
dc.publisher	Institute of Sustainable Development and Architecture, Bond University	en_US
dc.relation.ispartof	36th Annual Conference for Australasian University Building Educators Association	en_US
dc.relation.ispartof	Australian Universities Building Education Association Annual Conference	en_US
dc.title	Developing Teaching Models for Teaching in Larger Group Master Programs	en_US
dc.type	Conference Proceeding
utslib.location	Gold Coast, Australia	en_US
utslib.location.activity	Gold Coast, Australia	en_US
utslib.for	1202 Building	en_US
dc.location.activity	Gold Coast, Australia
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
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
pubs.organisational-group	/University of Technology Sydney/Strength - CCDP - Contemporary Design Practice
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2011-04-29	en_US
pubs.place-of-publication	Gold Coast, Australia	en_US
pubs.start-date	2011-04-27	en_US

Abstract:

Students enrolled in the Master Programs at the School of the Built Environment, University of Technology have vastly different cultural background and come from diverse contexts and experiences. A significant and substantial increased in the number of students in the Master programs over the previous years have raised issues of teaching quality, students satisfaction and administrative problems. Many existing literatures have discussed issues of large class teaching for undergraduate students. This study concerns teaching models of large class for Master students in Australia. The investigation begins with exploring good practices of Master Programs teaching in large class size from NSW universities through CEQ score. Questionnaire is developed and interviews are conducted to the selected participants. Collected data are then analyzed for developing teaching models for the Master Programs. The findings suggest that students satisfaction can be maintained with large classes teaching when large group lectures followed by small group of tutorials, tailored-making teaching methods are used and timely assessment feedback are provided.

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http://hdl.handle.net/10453/30776