Motivating the learning of part-time taught-postgraduate students through pedagogy and curriculum design: Are there differences in undergraduate teaching?

Shun Amaly HO, David KEMBER

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Interviews were conducted with 29 part-time taught postgraduate (TPg) students to determine forms of teaching and curriculum which motivated their learning. The study was conducted in an open exploratory manner to investigate the aspects of pedagogy or curriculum design which particularly motivated the TPg students which were in any way distinct from typical undergraduate teaching. As most of the TPg students were mature professionals working in a field connected to the course they had enrolled in, they were able to identify relevant knowledge, skills and abilities which ought to be included in the content or curriculum. This distinguishes them from typical undergraduate students. The TPg students appreciated in-class discussion so that they could share experiences and expertise. The interviewees preferred assessment tasks that related to their professional practice. Teaching and learning for TPg students should recognise the expertise of the students and draw upon it as a valuable learning resource. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)315-332
JournalInternational Journal of Lifelong Education
Volume37
Issue number3
Early online dateMay 2018
DOIs
Publication statusPublished - 2018

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Citation

Ho, A., & Kember, D. (2018). Motivating the learning of part-time taught-postgraduate students through pedagogy and curriculum design: Are there differences in undergraduate teaching? International Journal of Lifelong Education, 37(3), 315-332. doi: 10.1080/02601370.2018.1470115

Keywords

  • Teaching postgraduate students
  • Taught postgraduate curriculum
  • Motivation
  • Student learning experiences
  • Adult education