Learning through Writing in a First Year Business Subject: Enhancing Student Learning Outcomes by Developing Teaching and Learning Interventions
Sebastian, Dipu & Zimitat, Craig (2008) Learning through Writing in a First Year Business Subject: Enhancing Student Learning Outcomes by Developing Teaching and Learning Interventions. In Fifteenth International Conference on Learning, 3-6 June, University of Illinois Chicago, USA.
The aim of this research was to investigate whether teaching and learning strategies that encourage students to adopt a deep approach to learning can improve their learning outcomes on a written task. This research was conducted in two phases in a first year business course offered at a major Australian university. Staff teaching the course were concerned about students’ written communication abilities and observed that academic performance on written tasks did not necessarily reflect their level of knowledge articulated through other methods. The first phase focused on developing a curriculum where the aims, the assessment tasks and criteria match the desired learning outcome. The second phase involved situated tasks, built on the SOLO Taxonomy framework (Biggs & Collis, 1982), focusing on assessment and writing were implemented within tutorial time. Two ‘macro’ areas were targeted in the intervention period (i) understanding relational learning outcomes and (ii) planning for writing – understanding relationships. Students were asked to complete the Study Process Questionnaire (SPQ) in their first workshop in order to determine their approach to learning. This instrument and the outcomes formed part of a discussion about approaches to learning and potential implications for their grades in the course. It also formed a foundation for later discussion of the SOLO Taxonomy (Biggs & Collis, 1982) and quality of learning. The results indicated that the majority of the participants made considerable gains. Student success, however, was not uniform. We believe that students who benefited most from these interventions were those with greatest commitment to learning. However, the overall results of this study were very encouraging and have given valuable feedback about how to embed generic skills in the curriculum and provided impetus for policy development and restructuring of the whole first year of the undergraduate degree program.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Conference Paper|
|Additional Information:||For more information, please refer to the conference's website (see hypertext link) or contact the author.|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Vocational Education and Training Curriculum and Pedagogy (130213)|
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School|
|Copyright Owner:||Copyright 2008 (please consult author)|
|Deposited On:||14 Jul 2008 00:00|
|Last Modified:||05 Jan 2011 13:37|
Repository Staff Only: item control page