Finding a FlexibleAlternativeQuality Teaching Delivery Method in Alternative Justice Processes Racha

1
Finding a Flexible-Alternative-QualityTeaching
Delivery Method in Alternative Justice
ProcessesRachael FieldLecturer, School of
Justice StudiesFaculty of Law, QUT

• QUT

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Finding a Flexible-Alternative-Quality Teaching
and Learning MethodContext

• Action research project in QUT Grad Cert in
  Education re reflective teaching practice.
• Faculty of Law Teaching Delivery Review Working
  Party

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Finding a Flexible-Alternative-Quality Teaching
and Learning MethodWhy?

• Student issues
• diminished energy for learning late in semester,
  juggling personal and university commitments,
  centrality of assessment to learning.
• My issues
• Unable to keep student numbers up at lectures and
  tutorials in second half of semester, value
  face-to-face interaction, want to better respond
  to student needs while encouraging deep learning.

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Finding a Flexible-Alternative-Quality Teaching
and Learning MethodKey Elements of 2003 Trial

• 3 hour lectorial workshop based on active
  learning principles.
• First 8 weeks of semester face-to-face, final 5
  weeks of semester through on-line teaching.

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Finding a Flexible-Alternative-Quality Teaching
and Learning MethodStudent Responses

• Appreciate flexibility, concentration of hours
  on campus, something different, lightening
  attendance load at end of semester when
  assessment due, ability to work at own pace,
  acknowledgement of reality of students lives
  outside uni, help with time-management, respect
  for student independent learning, alleviating
  pressures.
• Concerned about not getting value for HECS money
  with reduced face-to-face teaching, not being
  familiar with approach, learning on-line
  particularly reduced interaction with lecturer
  and fellow students, more effort/discipline
  required from students, equity of access issues
  to on-line from home.

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Finding a Flexible-Alternative-Quality Teaching
and Learning MethodResults of 2003 Pilot

• Sound results, good student feedback.
• For 2004 refine approach through concentrating
  on development of on-line component and
  encouraging better student participation and
  interaction on-line.