Improving congruence: setting the stage for meaningful interactions with experts

Forfattere

  • Jonathan Zvi Shik

Nøgleord:

biology, research, invasion, didactic

Resumé

Congruence between didactic elements in a course can foster deep learning in higher education (Mørcke & Rump, 2015). These didactic elements include aspects of learning support, student backgrounds and goals, and the framework of course management (Hounsell et al., 2005). The concept of constructive alignment is further woven into the fabric of congruence and includes didactic elements of teaching and learning activities (TLAs), aims stated in the curriculum, and approaches for assessment and feedback (Hounsell et al., 2005). One of the main duties of a teacher is to keep these ships pointed in the same direction, and to continuously communicate to
students throughout the course about how each element is progressing or being sustained.

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Publiceret

28-03-2023

Citation/Eksport

Zvi Shik, J. (2023). Improving congruence: setting the stage for meaningful interactions with experts. Improving University Science Teaching and Learning, 17(1). Hentet fra https://tidsskrift.dk/IUSTL/article/view/136651

Nummer

Årg. 17 Nr. 1 (2022): Improving University Science Teaching and Learning - Pedagogical Projects 2022

Sektion

Volume 17 - 2022

Licens

Fra og med årgang 19 (2023) er artikler udgivet i IUSTL udgivet med Creative Commons Navngivelse –Ikke-kommerciel (by-nc) licens. Redaktionen kan godkende andre Creative Commons Licencer for enkelte artikler, hvis forfatteren har anmodet om det.

Artikler i årgangene 1-18 er ikke udgivet under Creative Commons licens. I disse udgivelser tilfalder alle rettigheder forfatteren. Det betyder, at læsere kan downloade, læse og linke til artiklerne, men de kan ikke genudgive artiklerne. Forfatterne kan uploade deres artikler i et institutionsrepositiry som led i en grøn open access politik.