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dc.contributor.authorHornby, Glenen_US
dc.contributor.authorJennings, Gayleen_US
dc.contributor.authorNulty, Duncanen_US
dc.date.accessioned2017-05-03T15:07:31Z
dc.date.available2017-05-03T15:07:31Z
dc.date.issued2009en_US
dc.date.modified2010-07-19T04:42:47Z
dc.identifier.issn15313239en_US
dc.identifier.doi10.1080/15313220903116956en_AU
dc.identifier.urihttp://hdl.handle.net/10072/30537
dc.description.abstractThis article reports on the incremental improvement of assessment, learning, and teaching activities in a large first-year undergraduate course. The changes, made over 3 years, resulted in the implementation of a student-centered (though individual) assessment strategy that included students in developing and applying the assessment criteria themselves. The outcome was a student centered course design that required students to engage in deep approaches to learning. Using an action research framework, Meyers and Nulty's (2008) five curriculum design principles for facilitating deep approaches to learning (the development of which was guided by Biggs's [2003] 3P model) are used to illustrate how the course was incrementally improved to facilitate deep learning approaches. The article provides an illustration of how others may pursue similar curriculum design improvements adapted for their own contexts.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent115944 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom124en_US
dc.relation.ispartofpageto141en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalJournal of Teaching in Travel & Tourismen_US
dc.relation.ispartofvolume9en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEconomics, Business and Management Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130203en_US
dc.subject.fieldofresearchcode740300en_US
dc.titleFacilitating deep learning in an information systems course through application of curriculum design principlesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Business School, Department of Tourism, Sport and Hotel Managementen_US
gro.rights.copyrightCopyright 2009 Routledge. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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