What worked, what could be improved?

From our investigation of the students’ thoughts and the teacher’s reflections about the CG, we believe it is extremely essential that the approaches to learning introduced to the first year students in this course are maintained throughout the program to ensure their personal and disciplinary growth and development can be encouraged and cultivated as they progress through their degree. If these approaches to learning are not explicit in other courses, then it is important that at least some program support and concern is available to students to ensure they can continue their own learning journeys in whatever ways are appropriate to them.

We also recommend that in future renditions of the course that in order to help ensure all students (or as close to this as possible) are engaged and committed to the new approach of learning for the duration of the course that the objectives and intent for learning in this way are clear from the outset of the course. This could be further assisted by defining how the approach differs to previous teaching methods that students may have experienced and by explicitly referring to the awkwardness and discomfort to learners that may result. These conditions could be incorporated into the ‘fine print’ of the learning contract.

We also recommend that some refinement in how the blogs are used as a learning tool is required. They were, by his own admission, time consuming for the teacher to manage. Given that they have such exciting potential as tools for learning, a more productive and efficient application of blogs may be required to ensure the repeated teaching of the course is sustainable.

To further assure the quality of his teaching, the teacher may also choose to adopt an explicit reflective practice methodology in his approach to his teaching to further ensure, for his own integrity and satisfaction that his approach to teaching continues to remain strongly aligned with his personal beliefs and values. This approach can also provide an internal dialogue for confidently examining and questioning new strategies and approaches, as well as creating opportunities for articulating and sharing good practice with colleagues (Bolton, 2001).



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