1. Jo Allan, Karen Clarke and Michael Jopling
Notions of effective teaching: an exploration of students’ perceptions of first year education undergraduates in a UK university.
Jo Allan, Karen Clarke and Michael Jopling

2. The Context A ‘modern’ University charter in 1992;
teaching underpinned by research;
applied and vocationally oriented;
funded through Ciel located within CeDARE.
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3. The literature ‘effective’ is inherently contentious;
through student outcomes;
may ‘stand as a proxy for other kinds of learning’ (Campbell, 2004 p.457);
May be associaetd with ‘perfomativity’ & marketisation (Ball, 2003);
3 Es of economy, efficiency & effectiveness;
some consensus re dimensions of effective
teaching in HE (Ramsden, 1991). ;
funded through Ciel located within CeDARE.
Becta has a variety of roles to support the delivery of the e-strategy:
Insight partner – monitoring the impact of technology on education
Strategic adviser
Coordinating partner
Delivery partner

4. Academic expectations
Supportive learning
environment
Academic expectations
Scaffold Learning
Clarity
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Scaffold Learning

5. Methodology of our research
Phenomenographic (Marton, 1981; Marton & Booth 1997).
Initial focus group (16 students).
Focus groups (65 students).
Student survey (80 respondents).
Becta has a variety of roles to support the delivery of the e-strategy:
Insight partner – monitoring the impact of technology on education
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Coordinating partner
Delivery partner

6. Our findings – effective lecturers:
demonstrate excellent knowledge of their subject (99%);
include group activities during sessions (95%);
encourage discussion (94%);
are approachable (91%);
start sessions on time (91%).

7. The top 5 characteristics with the least dissension.
demonstrate excellent knowledge of their subject;
ensure the relevance of information within sessions;
are patient;
respect students’ opinions;
are enthusiastic about learning.

8. Students are not sure if effective lecturers…
explain inconsistencies clearly;
limit the information given in any one session;
convey knowledge in a way that is accessible to students.
Becta has a variety of roles to support the delivery of the e-strategy:
Insight partner – monitoring the impact of technology on education
Strategic adviser
Coordinating partner
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9. Importance of affective dimensions
Correlations between respect enthusiasm and other variables
Are enthusiastic about learning
Relate their research directly to modules
Give examples drawn from their own experiences
Do not put students on the spot
Respect students’
opinions
0.829**
0.800**
0.799**
0.516**
Give examples drawn from their own experiences
Explain any new language or concepts clearly
Allow adequate time for discussion
Are approachable
Are enthusiastic about learning
0.813**
0.778**
0.762**
0.068
Becta has a variety of roles to support the delivery of the e-strategy:
Insight partner – monitoring the impact of technology on education
Strategic adviser
Coordinating partner
Delivery partner
** p<.01

10. Importance of affective dimensions
Correlations between respect enthusiasm and other variables
Value students’ contributions
Are prepared to explain
Respect students’ opinions
Recognise that students learn at different rates
Are patient
0.634**
0.615**
0.504**
0.357**
Demonstrate excellent knowledge of their subject
Encourage students to ask questions
Encourage discussion
Create safe climate for discussion
Are approachable
0.591**
0.357**
0.294**
0.039
Becta has a variety of roles to support the delivery of the e-strategy:
Insight partner – monitoring the impact of technology on education
Strategic adviser
Coordinating partner
Delivery partner
** p<.01

11. Conclusions:
Students rank the provision of a supportive learning environment very highly;
lecturers rank high academic expectations;
students don’t rank any items relating to clarity in Table 1;
students see themselves as partners in learning not recipients of knowledge;
do we need to (re) conceptualise HE lecturers as subject-specialist-cum-teacher?
Becta has a variety of roles to support the delivery of the e-strategy:
Insight partner – monitoring the impact of technology on education
Strategic adviser
Coordinating partner
Delivery partner