Developing Teaching Models for Teaching in Larger Group Master Programs

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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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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