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Towards a better understanding of the student-lecturer-university interactions to enhance learning in engineering

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conference contribution
posted on 2017-12-06, 00:00 authored by W Boles, Robin HowardRobin Howard, Roger HadgraftRoger Hadgraft, L Jolly
This study sought to investigate student perspectives on teaching and learning - to try to make explicit some of their assumptions and expectations and to explore the alignment with the practices of their teachers and academic institutions. We examined student learning preferences and how these interact with academic teaching styles, the model of delivery, and the support offered to students throughout the duration of their studies. This paper presents some results from analysis of student focus group discussions. These were conducted as part of the case studies which involved three universities in an ALTC Associate Fellowship program. The program was designed to explore the interactions between student learning styles on the one hand, and lecturer teaching styles, goals and philosophies, on the other. The study also examined how these might vary from one academic institution to the other. Some aspects of what constitutes good teaching, and barriers to student learning, as seen from the students’ viewpoint were also considered.


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Adelaide, S.A.


School of Mechanical Engineering, University of Adelaide

Place of Publication

Adelaide, S.A.

Peer Reviewed

  • Yes

Open Access

  • No

External Author Affiliations

Conference; Learning and Teaching Education Research Centre (LTERC); Queensland University of Technology; Strategic Partnerships; University of Melbourne;

Era Eligible

  • Yes

Name of Conference

Australasian Association for Engineering Education. Conference.

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