Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1

98 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The relationship between engagement in the scholarship of teaching and learning and students’ course experiences (2008, background): “For discussions of the SCEQ and its use as an evidentiary base for such programmes, see Barrie et al. (2005). The Scholarship Index ultimately may be expected to have a positive influence on the experience of students.”
An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches (2013, background): “Moreover, despite the fact that CA was originally conceptualised as an integrative model to improve teaching at the classroom level (Biggs 1996 ), quality assurance agencies gradually sought to follow the systematic thinking of the principle and utilise it as a framework for programme evaluation in”
Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students (2007, background): “D ow nl oa de d B y: [U ni ve rs ity o f S yd ne y] A t: 04 :1 0 5 M ar ch 2 00 8”
Doing course evaluation as if learning matters most (2008, background): “At the University of Sydney (Barrie et al., 2005), the quality assurance system has both an assurance and improvement purpose.”