Literacies in the humanities: The student voice

Literacies in the humanities: The student voice

• McNaught, Carmel Centre for Learning Enhancement and Research, Chinese University of Hong Kong
• Ng, Sarah S. W. Kellogg College, University of Oxford, Great Britain
• Chow, Helen Centre for Learning Enhancement and Research, Chinese University of Hong Kong

Higher Education Research & Development, 31(2), 139-154, 2012

Routledge

2012

• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
    • GFA 教學目標、課程及評鑑
• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
    • GFC 教學方法與效果
• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

Evaluation Methods Student Attitudes Graduates Student Surveys Undergraduate Students Student Assessment Outcomes of Education Postsecondary Education Humanities University Students Graduate Surveys

• Hong Kong

• 1997.7 onwards

• 專上教育

Humanities includes a diverse range of disciplines in which little literature has explored in any depth the desired learning outcomes. This study was designed to articulate and illustrate learning outcomes in the humanities from students' voices and work. Undergraduate students in their final year, postgraduate students and recent alumni from the Faculty of Arts at a Hong Kong university were interviewed individually or in groups of three to four. They discussed their desired and actual learning outcomes in three areas: the overall university experience, studying in the humanities and their studies in their specific majors. The students' comments were grouped into 16 categories of description. Seventy-three pieces of student work were collected and matched to the 16 categories to illustrate students' perceptions. A common set of qualities was found in all the humanities programs. From the data, knowledge is the most valued by humanities students, followed by rational thinking. Accomplishment and self-direction are relatively less mentioned. Further discussion is presented on how and why humanities students value different qualities, based on students voices interfaced with some relevant literature. The findings have been helpful in bringing the student voice into internal discussions about outcomes-based approaches to teaching and learning and how these approaches relate to internal quality-assurance and curriculum-change processes.
[Copyright of Higher Education Research & Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07294360.2010.542558 ]

• 英文

期刊論文

• 07294360

• 10.1080/07294360.2010.542558

https://bibliography.lib.eduhk.hk/tc/bibs/2fc3e35a

2014-01-18