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|Title:||Reflecting on How to Optimize Tertiary Student Learning Through the Use of Work Based Learning Within Inclusive Education Courses||Contributor(s):||Tait, Kathleen (author)||Publication Date:||2008||Handle Link:||https://hdl.handle.net/1959.11/2999||Abstract:||Teaching and learning, as two of the most fundamental components of the educational process, have been of interest to a variety of individuals concerned with tertiary education for a long time (e.g., Biggs & Moore, 1993; Marton, 1997; Ramsden, 2003). Few individuals would deny that learning is the primary purpose of higher education and that teaching is the foremost means by which that goal is accomplished. Consequently, tertiary educators constantly seek opportunities to provide best practice in their university classrooms. As a profession, teaching at the tertiary level obviously draws upon a formal knowledge base. An important step in the translation of the formal knowledge base to enlightened practice is to draw upon tertiary students' experiential and informal knowledge. This paper discusses how a work based learning experience was utilized to enhance a post graduate course on collaborative consultation and team building methods.||Publication Type:||Journal Article||Source of Publication:||International Journal of Teaching and Learning in Higher Education, 20(2), p. 192-197||Publisher:||International Society for Exploring Teaching and Learning||Place of Publication:||United States of America||ISSN:||1812-9129||Field of Research (FOR):||130313 Teacher Education and Professional Development of Educators||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Other Links:||http://www.isetl.org/ijtlhe/pdf/IJTLHE332.pdf||Statistics to Oct 2018:||Visitors: 132
|Appears in Collections:||Journal Article|
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