Teaching and Learning in Higher Education
Published on 1. December 1998
Book
Paperback/Softback
190 pages
978-0-304-70102-5 (ISBN)
Description
This study examines the quality of teaching in higher education. It highlights and analyzes the fundamental issues which influence and underlie the quality of teaching in higher education. In particular, it focuses on students' and tutors' perceived needs, requirements and practices. It also addresses the question of whether, and in what ways, it is possible for teaching in higher education to meet the requirements and to satisfy the needs and preferences of both students and tutors.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 244 mm
Width: 170 mm
Thickness: 11 mm
Weight
342 gr
ISBN-13
978-0-304-70102-5 (9780304701025)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Linda Evans | Ian Abbott
Teaching and Learning in Higher Education
E-Book
12/1998
1st Edition
Continuum International Publishing Group Ltd.
€37.49
Available for download
Persons
Linda Evans is Professor of Education at the University of Manchester, UK, and previously held professorial positions at the University of Leeds, UK, and the University of Warwick, UK. Ian Abbott is Associate Tutor and formerly Director of the Centre for Educational Studies at the University of Warwick, UK. He has worked extensively with schools and colleges and has wide experience of teacher education and CPD.
Content
Part I Background: teaching and learning in higher education - the context; the research. Part II The student perspective: the knowledge; getting involved; meeting students' needs - a framework for course design and delivery. Part III The tutor perspective: tutors' work; chasing the ideal; tutors as teachers; meeting tutors' job fulfilment needs. Part IV Policy implications: compromising policy.