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Transforming curriculum through teacher-learner partnerships / Pradeep Nair, Michael James Keppell, Chee Leong Lim, TamilSalvi Mari, and Nurhanim Hassan, editors.

Contributor(s): Nair, Pradeep, 1966- [editor.] | Keppell, Mike, 1961- [editor.] | Lim, Chee Leong, 1976- [editor.] | Mari, TamilSalvi [editor.] | Hassan, Nurhanim [editor.] | IGI Global [publisher.].
Publisher: Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, [2020]Description: 29 PDFs (378 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781799864479.Subject(s): Student participation in curriculum planning | Teacher-student relationships | Student participation in curriculum planning | Teacher-student relationshipsAdditional physical formats: No title; Print version:: No titleDDC classification: 375/.001 Online resources: An electronic book accessible through the World Wide Web; click to view Also available in print.
Contents:
Section 1. Context setting. Chapter 1. Reimagining higher education in the post-pandemic world -- Section 2. Enhancing students' online learning experience through teacher-learner partnership. Chapter 2. Developing a framework to evaluate the mediating role of self-regulated learning (SRL) strategies in blended learning courses ; Chapter 3. Taking a leap to education 4.0: the practitioner-learner partnership in the refinement of a module site for learning at scale ; Chapter 4. Educator-student partnership: utilizing moodle to investigate how learner autonomy is expressed ; Chapter 5. Investigating the relationship between self-efficacy and academic outcome in mathematics: using teacher-learners partnership's repetitive attempts online homework approach ; Chapter 6. Participatory approach in reusable learning object (RLO) development using ASPIRE framework: taylor's university's experience -- Section 3. Teacher-learner partnership in capacity-building opportunities. Chapter 7. Integrating service learning into higher education curriculum: developing business undergraduates' competencies ; Chapter 8. Instructor-learner partnership in preparing teacher candidates to teach secondary school students: a learner-centered educational psychology course ; Chapter 9. Student-faculty partnership: student's experience from the architecture course ; Chapter 10. Exploring the relationship between learners' uncertainty level and learning performance in an authentic problem-based learning environment ; Chapter 11. Students' co-ownership of summative assessment marking criteria towards a more democratic assessment in higher education. -- Section 4. Partnership towards innovative curriculum design. Chapter 12. Innovating teaching pedagogy through teacher-learner partnership: the case of research methods ; Chapter 13. Students as partners in architectural design education: towards the typologies of design thinking ; Chapter 14. Teaching engagement scale alignment towards purpose-driven delivery ; Chapter 15. Partnership of learning construction through model making: case study or designing? ; Chapter 16. Transforming learning experience to achieve learning outcome: improving students as partners in learning.
Abstract: "This book captures the experiences and evidence among teachers in exploring the possibility of active students' participation in curriculum design, delivery and assessment through teacher-learner partnership. This publication can be used by academia to explore the effectiveness of co-created curricula to the traditional teacher-created curricula"-- Provided by publisher.
Item type Current location Call number Status Notes Date due Barcode
Main Collection Taylor's Library - Perpetual(TU)
375/.001 (Browse shelf) e-book GENLS,GENLS,03,AD,PPT

Includes bibliographical references and index.

Section 1. Context setting. Chapter 1. Reimagining higher education in the post-pandemic world -- Section 2. Enhancing students' online learning experience through teacher-learner partnership. Chapter 2. Developing a framework to evaluate the mediating role of self-regulated learning (SRL) strategies in blended learning courses ; Chapter 3. Taking a leap to education 4.0: the practitioner-learner partnership in the refinement of a module site for learning at scale ; Chapter 4. Educator-student partnership: utilizing moodle to investigate how learner autonomy is expressed ; Chapter 5. Investigating the relationship between self-efficacy and academic outcome in mathematics: using teacher-learners partnership's repetitive attempts online homework approach ; Chapter 6. Participatory approach in reusable learning object (RLO) development using ASPIRE framework: taylor's university's experience -- Section 3. Teacher-learner partnership in capacity-building opportunities. Chapter 7. Integrating service learning into higher education curriculum: developing business undergraduates' competencies ; Chapter 8. Instructor-learner partnership in preparing teacher candidates to teach secondary school students: a learner-centered educational psychology course ; Chapter 9. Student-faculty partnership: student's experience from the architecture course ; Chapter 10. Exploring the relationship between learners' uncertainty level and learning performance in an authentic problem-based learning environment ; Chapter 11. Students' co-ownership of summative assessment marking criteria towards a more democratic assessment in higher education. -- Section 4. Partnership towards innovative curriculum design. Chapter 12. Innovating teaching pedagogy through teacher-learner partnership: the case of research methods ; Chapter 13. Students as partners in architectural design education: towards the typologies of design thinking ; Chapter 14. Teaching engagement scale alignment towards purpose-driven delivery ; Chapter 15. Partnership of learning construction through model making: case study or designing? ; Chapter 16. Transforming learning experience to achieve learning outcome: improving students as partners in learning.

Restricted to subscribers or individual electronic text purchasers.

"This book captures the experiences and evidence among teachers in exploring the possibility of active students' participation in curriculum design, delivery and assessment through teacher-learner partnership. This publication can be used by academia to explore the effectiveness of co-created curricula to the traditional teacher-created curricula"-- Provided by publisher.

Also available in print.

Mode of access: World Wide Web.

Description based on title screen (IGI Global, viewed 11/14/2020).