QUT ePrints

Fitness, Health & Wellness education – aligning teaching approaches to foster self-regulated learning approaches

Goss, Halima B. & Boyd, Bob (2003) Fitness, Health & Wellness education – aligning teaching approaches to foster self-regulated learning approaches. In Effective Teaching and Learning 2003, 6-7 November, 2003, Griffith University, Brisbane. (Unpublished)

Abstract

Self-regulated learning enables learners to transform their cognitive abilities into actions for task-related academic challenges. It involves the student in the development of personal initiative, perseverance and adaptation in the pursuit of learning.

Wellness is a complex multiple layered concept that requires students to be introspective through deep critical thinking. Intrinsic to teaching the Wellness concept is the belief that ‘in order to prepare students for a professional life they must be prepared for Life’. There is a need to provide learning scaffolds which are supports or suggestions rather than step-by-step instructions. Students who are mostly new to university study must learn to adopt a deep approach to thinking and learning about this concept in order for the experience to be enriching in both a personal and academic manner.

The advent of reduced funds, larger classes and emerging student worklife issues has shifted the teaching paradigm. The teaching approach in a large first year class utilises social forms of learning to assist students in becoming self-regulated in their approaches to personal Wellness. Through the processes of informing, assessing, role modeling, coaching by peers, mentors and teachers, students become engaged in learning which is personally meaningful. This case study illustrates how aims and objectives for the unit have been aligned through its pedagogical components including content, support, assessment, learning environments & learning activities to the desired learning outcomes. There is a tension between aligned approaches to curriculum design and the practicalities of teaching large classes. This raises critical issues for further consideration.

Impact and interest:

Citation countsare sourced monthly from Scopus and Web of Science® 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 the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

941 since deposited on 21 Sep 2004
27 in the past twelve months

Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 436
Item Type: Conference Paper
Keywords: Wellness, self, regulated learning, curriculum alignment
Subjects: Australian and New Zealand Standard Research Classification > MEDICAL AND HEALTH SCIENCES (110000) > PUBLIC HEALTH AND HEALTH SERVICES (111700) > Health Promotion (111712)
Divisions: Current > QUT Faculties and Divisions > Division of Technology, Information and Learning Support
Current > QUT Faculties and Divisions > Faculty of Health
Copyright Owner: Copyright 2003 (Please consult author)
Deposited On: 21 Sep 2004
Last Modified: 02 Feb 2012 19:43

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page