Developing Learning Environments: Creativity, Motivation and Collaboration in Higher Education

Part III: Collaboration in Teaching and Learning

PartHI: r Collaboratio n in Teaching and Learnin g The idea of the individual and perhaps solitary scholar has a long history For example, the 17th-century French philosopher Rene Descartes was reputed to have shut himself alone in a room heated by a stove to develop his idea for the reform of human knowledge. In truth, however, important thinkers and educators in different cultures and over a very long time have given a great role to collaborative work in the commonwealth of learning (this includes Descartes). Pedagogically, as this volume and much other evidence show, learning ought not to be viewed as the mere transmission of knowledge, and skills by whatever means may prove efficient for these purposes. This section illustrates ways in which tertiary educators in Hong Kong have been, and are, developing differen t collaborative modes of work. The chapte r by Barron (Chapter 11) contributes to an understanding of collaboration from first-hand experience as well as from reflection s on paradigmatic differences in teaching and learning. It is based on a collaborative venture between two departments on curriculum design for courses that aimed to facilitate students to develop skills in English communication, problem solving, and information technology, from a problem-based learning approach. Despite the sound rationale behind the collaboration, and the determined effort, the outcomes did not match the intended expectations . The chapter explores critical difference s between disciplinary discourses in cross-disciplinary teaching which are arguably philosophical b y nature , though ofte n the y are seen a s methodologically oriented. Asserting the need for integrated discourse in curriculum design, the author highlights fundamental issues that may discourage or support teaching collaboration. From considering the philosophical articulation, readers will gain new insights into the nature of coEaborative ventures and recognize new learning opportunitie s resulting from evaluation. Part III In Chapter 12 , Littlewood presented students ' perspectives o n interactive learning as acentral focus in teachers' innovations. Interactive learning is conceptualized with regard to whether students are well disposed to the associated approaches to teaching and learning, and the factors that hinder or facilitate active participation. The author challenges the stereotyped image of the 'passive Asian learner' by pointing out students' general positive orientation towards purposeful collaboratio n for common goals. However, the author recognizes the roots of th e passive image in the perceived experiences of many teachers. On this basis, a survey was conducted to address why students may be prevented or encouraged in their attempts to be involved in interactive learning. The findingslea d to a reinforced argument for teachers' roles in creating an informal atmosphere , giving encouraging responses to students, relating tasks to students* background knowledge, and sustaining learning interest. The chapter extends our understanding of students'perceptions. It i s informative an d provocative t o teachin g professionals, a s i t demonstrates a scholarly journey into learning, Another chapter (Ho, Chan, Sun, and Yan; see Chapter 13) focuses on students' perceptions of learning experiences and provides analysis that invites teachers to undertake deep reflections across institutions. It begins with confrontation o f a critical issue related to rapid expansion of higher education: universities are threatened with falling standards as a result of the intake of students from a broad range of abilities. With the current climate in pursuing quality in teaching and learning alongside the continuing expansion, the authors have asserted convincingly the concern for providing support to university students. With an alert to the challenge in understanding students1 needs, the authors set out methodically on collection and analysis of data, demonstrating the rigour of focus-group interviews . The most prominen t finding s include : students' dissatisfactio n wit h memorizatio n o f informatio n fo r examination, their difficulties wit h higher-order cognitive skills, and inadequate understanding of curriculum orientation. Although such negative revelations may provoke queries on validation of students' judgements, the chapter succinctly discusses the findings in relation to the developing discourse on scholarship of teaching and learning. The Partm chapter concludes with a powerful call for teachers' collective attention to students' needs of learning to learn, if they are expected to rise above the state of 'coping' and become successful wit h and beyond thei r university studies. The chapter from teacher educators' experiences (Cheng and So; see Chapter 14) addresses issues concerning the socialization of novices to the profession. It focuses on the context of field experience in...