Learning at the coalface: staff and student perceptions of research informed teaching

Abstract

This paper explores staff and student perceptions of the value of research informed teaching. Presented findings are taken from a study conducted with 56 staff and over 900 students at a UK University. The mixed methods study was comprised of an audit of teaching-research links within the curriculum, interviews with academic staff and a student survey. Findings indicate a widely-held belief in the affirmative symbiosis of teaching and research and a belief that both staff and student engagement in research can have a positive impact upon student learning.

Puntha, H. (2011) Learning at the coalface: staff and student perceptions of research informed teaching. Educationalfutures, [online] Vol. 2(3). Available at: http://educationstudies.org.uk/?p=545 [Accessed 19 Sep, 2017].


Journal Issue:
Volume 3(2) 2011


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