Improving Student Learning Through Learner Interaction

Dallemagne, Catherine R. (2005) Improving Student Learning Through Learner Interaction. In OLT-2005 Conference Beyond Delivery, 27 Sept 2005, Brisbane.

PDF (65kB)


Two principles of good teaching are encouraging active learning and emphasizing time on task. Three logically distinct components, ability, inclination, and sensitivity have been identified as necessary for dispositional behaviour towards critical thinking. Not all students do possess all three, and some may lack the discipline-sensitive imagination to develop their own activities for their learning: this is where technology helps us devise welldesigned exercises. Furthermore access to activities that students enjoy interacting with should encourage them to spend more time with the material, hence increasing ‘time on task’ in a productive way. An on line site was developed a couple of years ago in the unit Clinical Physiology. The site has now been evaluated by questionnaires given to students. Results show that access and navigation are satisfactory, but there was poor use of the few interactive activities. The resources were perceived as useful to the learning. Students’ assessment in the unit is based on the discussion of case studies; answers in examination have reflected mostly a surface approach learning: facts, but no development of reasoning in the answers. The results of the evaluation of the on line site and the examinations answers motivated us to further develop the on line site with the aim of encouraging active learning and time-on-task. Using interactive activities that are interesting and enjoyable can help students develop inclination and sensitivity in the thinking of the discipline.

Impact and interest:

Search Google Scholar™

Citation counts are 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:

253 since deposited on 11 Nov 2005
22 in the past twelve months

Full-text downloads displays 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: 2237
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: physiology, interactive learning, technology
Subjects: Australian and New Zealand Standard Research Classification > BIOLOGICAL SCIENCES (060000) > PHYSIOLOGY (060600) > Physiology not elsewhere classified (060699)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
Divisions: Past > QUT Faculties & Divisions > Faculty of Science and Technology
Copyright Owner: Copyright 2005 (please consult author)
Deposited On: 11 Nov 2005 00:00
Last Modified: 09 Jun 2010 12:27

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page