Relationships between civil engineering students’ learning approaches and their perception of curriculum and teaching quality

BACKGROUND: Deakin University graduated its first cohort from four-year undergraduate civil engineering course/program in 2012. The internal annual Course Experience Survey, which has been running annually since 2012, targets to identify the graduating students’ learning approaches and students’ perceptions of the curriculum and teaching quality. Literature suggests that students’ learning outcomes can be achieved more efficiently when the students’ perceptions of curriculum and teaching quality are closely aligned with their learning approaches. Where the students’ approaches to learning and their perception of curriculum and teaching quality are mismatched, a series of frustrations can result for the students that may not only negatively impact their learning achievement but also their learning experience.
PURPOSE OR GOAL: This study explores the relationships between students’ learning approaches and their perception of curriculum and teaching quality in an undergraduate civil engineering program/course. This will help understand whether the curriculum and teaching quality provided by the university have actually accommodated ‘all’ enrolled students in the similar way.
APPROACH: To uncover these relationships, this study adopts questionnaire survey approach to collect response data over a two year period by asking students about their perception through a series of statements. 5-point Likert-scale questionnaire survey (strongly disagree, disagree, neutral, agree, strongly agree) is developed and responses are collected. The responses are then statistically analysed in order to uncover the relationships between students’ learning approaches and their perception of curriculum and teaching quality provided by the university.
DISCUSSION: Deep learners and surface learners had a statistically different perception of curriculum and teaching quality. These results contradict the assumption that learners will have uniform preferences on the curriculum, teaching quality and the way they deal with the demands of specific learning situations. Anecdotal belief that ‘good course/program curriculum and good teaching approaches are good for all students and vice-versa’ may not be strictly true for contemporary heterogeneous student cohorts.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: This finding highlights the challenge for curriculum designer to design appropriate course curriculum and teaching staff to implement efficient teaching strategies that benefit both surface and deep learners, who are usually enrolled together. It may be beneficial to provide diversity and flexibility in the curriculum and teaching approaches (rather than a uniform approach). However, this may demand additional resources and may also be questioned for equity and consistency of education. It is also important to note that due to relatively a small dataset, these results may not be generalised.

The effects of gender, clothing style, and alcohol consumption on the perception of sexual intent

Background: Alcohol consumption in women is known to be perceived by men as signaling sexual intent. The current study investigated the influence of gender, female clothing style, and female alcohol use on the perception of sexual intent.Method: Eighty-seven men and 72 women viewed a one-minute video of a male–female interaction where clothing style and alcohol use were experimentally manipulated. Participants were then asked to rate the female target on sexual intent.Results: The female actor was rated higher on sexual intent when she was dressed revealingly, and consuming alcohol, compared to when she was wearing conservative clothing and drinking water. Gender differences were not found with respect to the effect of personality characteristics (sociosexual effectiveness, sexually preoccupation, masculine sex role orientation, limited sexual experience and negative sexual attitudes, and low self-esteem and traditional attitudes toward women) on sexual intent.Conclusions: These findings suggest that alcohol may be a social cue used by men to process sexual intent. The implications of the findings are discussed with reference to how women are viewed when consuming alcohol.

Parenting style and behavior as longitudinal predictors of adolescent alcohol use

OBJECTIVE: Adolescent alcohol use is a serious problem in Australia and other nations. Longitudinal data on family predictors are valuable to guide parental education efforts. The present study tested Baumrind's proposal that parenting styles are direct predictors of adolescent alcohol use.

METHOD: Latent class modeling was used to investigate adolescent perceptions of parenting styles and multivariate regression to examine their predictive effect on the development of adolescent alcohol use. The data set comprised 2,081 secondary school students (55.9% female) from metropolitan Melbourne, Australia, who completed three waves of annual longitudinal data starting in 2004.

RESULTS: Baumrind's parenting styles were significant predictors in unadjusted analyses, but these effects were not maintained in multivariate models that also included parenting behavior dimensions.

CONCLUSIONS: Family influences on the development of adolescent alcohol use appear to operate more directly through specific family management behaviors rather than through more global parenting styles.

Attachment style and less severe forms of sexual coercion : a systematic review

Few studies have examined how attachment insecurity (i.e., attachment anxiety, attachment avoidance) is associated with the more subtle and less severe forms of sexual coercion, such as verbal threats and partner manipulation. This is despite the fact that past research has indicated some of the relationship behaviors exhibited by insecurely attached individuals represent behaviors indicative of either the perpetration or victimization of less severe forms of sexual coercion. The aim of this study was to conduct a systematic review on the association between attachment style and less severe forms of sexual coercion. Our search, which included published journal papers, book chapters, and theses published between January 1970 and October 2014, yielded 1091 records. Examination of these records against exclusion criteria yielded 11 studies that focused on the associations between attachment orientation and perpetration of sexual coercion (n = 3), sexual coercion victimization (n = 3), or both perpetration and victimization (n = 5). Findings revealed that attachment anxiety appeared to be more consistently associated with being the victim of sexual coercion than attachment avoidance. In terms of perpetration, attachment avoidance was more consistently associated with sexual coercion. These findings were observed when examining the association between attachment dimensions and motives for sexual coercion. The findings also revealed gender to be a moderator for victimization. This review provides insights into how attachment style may influence the perpetration and victimization of sexual coercion.

Nonparametric discovery and analysis of learning patterns and autism subgroups from therapeutic data

The spectrum nature and heterogeneity within autism spectrum disorders (ASD) pose as a challenge for treatment. Personalisation of syllabus for children with ASD can improve the efficacy of learning by adjusting the number of opportunities and deciding the course of syllabus. We research the data-motivated approach in an attempt to disentangle this heterogeneity for personalisation of syllabus. With the help of technology and a structured syllabus, collecting data while a child with ASD masters the skills is made possible. The performance data collected are, however, growing and contain missing elements based on the pace and the course each child takes while navigating through the syllabus. Bayesian nonparametric methods are known for automatically discovering the number of latent components and their parameters when the model involves higher complexity. We propose a nonparametric Bayesian matrix factorisation model that discovers learning patterns and the way participants associate with them. Our model is built upon the linear Poisson gamma model (LPGM) with an Indian buffet process prior and extended to incorporate data with missing elements. In this paper, for the first time we have presented learning patterns deduced automatically from data mining and machine learning methods using intervention data recorded for over 500 children with ASD. We compare the results with non-negative matrix factorisation and K-means, which being parametric, not only require us to specify the number of learning patterns in advance, but also do not have a principle approach to deal with missing data. The F1 score observed over varying degree of similarity measure (Jaccard Index) suggests that LPGM yields the best outcome. By observing these patterns with additional knowledge regarding the syllabus it may be possible to observe the progress and dynamically modify the syllabus for improved learning.

The contribution that alternate, pull-out and externally provided programs within schools make towards student learning, wellbeing and pathways

Research report for Department of Education and Early Childhood Development, Frankston Mornington Peninsula Youth Partnerships & Frankston Mornington Peninsula Local Learning Employment Network. The focus of this review is on programs organised for schools by providers external to the education system for students who are at risk of not completing both compulsory and the non‐compulsory years of schooling and/or who are at risk of low academic achievement. The nature of such risks faced by students and the responses of education institutions to them—and the efficacy of such programs—are also considered.

The e-learning cycle and continuous improvement for e-entrepreneurs

The purpose of this paper is to explore the integration of learning, continuous improvement and innovation theories as a basis for enhancing the education of e-entrepreneurs. Conceptual development of emerging interdisciplinary literature is combined with example analysis to develop the Circle of E-learning uniquely augmented by hermeneutics, action research and the creative destruction cycle of innovation using applied examples of e-entrepreneurship. Four R's are discussed in the Circle of E-learning; Review, Revise, Reconstruct, and Reveal. Observations for each of the 4R's are made regarding continuous improvement of the education of e-entrepreneurs. Findings are that the procedural pivot points indicated by the 4R's can be helpful for administrators and educators to improve operations and outcomes in management and professional development situations.

A pedagogy for outreach activities in ICT : promoting peer to peer learning, creativity and experimentation

The importance of integrating technology into the classroom has become a priority atmo st levels of the curriculum in many countrie s around the world. Th is paper draws onthe evaluation and research that informed four outreach programs. The authorsacknowledge that teachers are generally time poor and often have limited informationand communication technology (ICT) skills and confidence, while students have skillsand knowledge in ICT that often go untapped in the classroom. They present acurriculum that promoted peer to peer learning and support for teachers. This is amodel of pedagogy for outreach that promotes a community of learners between ICTteachers, generalist teachers and preservice teachers while promoting socio-culturalstudent led learning practices in the classroom.

An integrated approach to coaching athletes

This paper discusses an integrated approach to coaching athletes, which focuses on adapting coaching methods to individual learning style, and developing a tactical awareness of how to play the game alongside technique. An Integrated Coaching Model is proposed that links the cyclical model of experiential learning (Kolb, 1984), the 4MAT System (McCarthy, 1980), and TGfU (Bunker & Thorpe, 1982). Alternative approaches to teaching sport and physical education have been proposed; in particular, discussion in the coaching and physical education literature has debated the merits of tactical versus technical approaches, as opposite ends of a continuum. More recently, a number of authors have indicated that this argument is limited, as learning is complex and varied and should not be reduced to a linear model.

Key aspects of successful coaching are that the players have the ability to make successful decisions on the field and to increase a player’s self-awareness of both technical and tactical game aspects. This discussion of an integrated approach involves playing games, emphasises active involvement, considers player’s learning styles, and encourages democratic decision-making.

Teacher subject specialisms and their relationships to learning styles, psychological types and multiple intelligences: implications for course development

This study explores issues in teacher education that increase our understanding of, and response to, the individual differences displayed by learners. A large undergraduate teacher education cohort provided evidence of the range and distribution of preferences in learning styles, psychological types and multiple intelligences. This information revealed that distributions of scores on the Kolb Learning Style Inventory, the Myers-Briggs Type Indicator, and the Multiple Intelligences Checklist for Adults provide evidence about the scope and range of differences between four teacher subject specialisms. This rich information about those participating in teacher education courses provides some guidance for educating those with their own clear preferences to the range of different preferences expressed by many other learners and highlights the existence of four sets of major differences in approaches to teaching and learning in prospective teachers.

Identifying learning preferences in vocational education and training classroom settings

This research was designed to assess whether teachers and trainers of vocational learners noted and valued differences in individual learning preferences and, if so, how those differences were observed in natural classroom, workshop or other formal learning settings. Data were collected from six vocational education and training (VET) learning sites and included a quantitative questionnaire component and an interview component. The questionnaire data were generated from 160 VET teachers and trainers, and there were 13 interviews with individual teachers. The data show that teachers do make observations of style and preference differences and do respond to those differences. They are pragmatic in the ways that they make the observations and conclusions from them, and they organise their ideas about preferences into those to do with mode of delivery and those to do with learning context. Using these observations and their organisation of them, teachers also continuously modify preconceptions they have about individual learners and groups of learners, and those modifications influence teachers' responses to learners.

Managing change without sacrificing quality: music teaching and learning at South African tertiary institutions

After the jubilation of the first democratic election in 1994, South African educational settings were faced with the challenge to rethink curriculum, content and delivery as part of its nation building process. Education continues to be a major player in stimulating wider change in society and is one arena where change may be readily facilitated. Changing the style and practice of teacher education programs remains a key feature in the transformation process. Twelve years on, curriculum, has undergone reform in terms of Outcomes Based Education (OBE)? Revised National Curriculum Statement (RNCS) of 2002, accordingly, universities continue to prepare teachers for multicultural classrooms. Universities are now challenged to manage increased student intake (quantity) for teacher education programs without having to sacrifice quality for teacher education. This article focuses only on The University of Pretoria, a city university previously known as a traditional Afrikaans university situated in the greater Johannesburg area in South Africa. Through interview data with two music educators at this university, I present some of the current trends and challenges that tertiary music educators face in preparing music teachers in South Africa. This article also outlines a paradigm shift in the curriculum and argues for a holistic music education, one that endorses most of the major cultures and musics in South Africa. The question I pose is how then do we effectively manage change at tertiary level without sacrificing quality when preparing future music teachers to meet the needs and challenges of the curriculum and society.

Effective science teaching and a strategy for its implementation

Is the way being lost in teaching science? Many primary schools do not have a well developed culture of science teaching and learning, there is a declining interest in science over the years 7 to 10, and there are proportionally fewer students continuing onto science in the senior years. In response to these concerns, the Victorian Department of Education, Employment and Training (DEET) established a major initiative, the Science in Schools (SiS) Research Project, to enhance and invigorate science teaching and learning. During 2000 and 2001 the project team has worked with teachers in primary and secondary schools across Victoria to introduce new initiatives into their science programs. Central to the project are the SiS Components, a framework that describes effective science teaching, and the SiS Strategy, a process by which schools implement change. This paper outlines the SiS Components and Strategy and describes some of the findings that have emerged from the project.

Southern drift: the learning styles of first and third year students of the built environment

This paper focuses on learning processes across the design curriculum of Deakin University School of Architecture and Building (Australia) through the recognition of the four learning styles - 'accommodating', 'diverging', 'assimilating' and 'converging' - that are defined in the Experiential Learning theory of Kolb. The research has been conducted to evaluate the effects of
learning style preferences on the performance of built environment students from diverse backgrounds and cultures in projects across a range of learning situations. The results of the research are being used to inform andragogical refinements that will be tested in design studio and technology lecture units studied by students of Architecture and Construction Management. The paper will focus on the results of a cross-curriculum learning style survey. The sUivey was conducted as part of a Strategic
Teaching and Learning Grant funded project currently running at Deakin as a reflexive research program aimed at resolving the learning difficulties of students collaborating in multi~disciplinary and multi~cultural team assignments. By addressing the issues of multidisciplinarity, cultural inclusiveness and the internationalisation of higher education, the research program aims ultimately at the education of graduates who are able to bring leadership to multidisciplinary design collaborations co-operating across international boundaries towards a global sustainable future.