Affective Learning in Higher Education: A Regional Perspective

Autor/inn/en	Evans, Nina; Ziaian, Tahereh; Sawyer, Janet; Gillham, David
Titel	Affective Learning in Higher Education: A Regional Perspective
Quelle	In: Australian and International Journal of Rural Education, 23 (2013) 1, S.23-41 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Higher Education; Regional Characteristics; Pilot Projects; Regional Schools; Universities; Metacognition; Teacher Effectiveness; Learning Readiness; Affective Objectives; Teaching Skills; Intervention; Well Being; Cognitive Objectives; Educational Environment; Sustainability; Rural Areas; Student Experience; Questionnaires; Teacher Surveys; Affective Measures; Teacher Workshops; Student Surveys; Pretests Posttests; Teacher Improvement; Faculty Development; Program Effectiveness; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Regionaler Faktor; Pilot project; Modellversuch; Pilotprojekt; University; Universität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernbereitschaft; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Well-being; Wellness; Wohlbefinden; Kognitives Lernziel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Nachhaltigkeit; Rural area; Ländlicher Raum; Studienerfahrung; Fragebogen; Schülerbefragung; Ausland; Australien
Abstract	A pilot study was conducted in a regional university setting to promote awareness of the value of affective teaching and learning amongst staff and students. Academic staff and students from diverse disciplines at University of South Australia's (UniSA) Centre for Regional Engagement (CRE) were recruited to the study. The research investigated whether engagement in mindfulness meditation by lecturers can improve their mental well-being and contribute to affective teaching and learning. The findings show that staff members learned mindfulness meditation techniques, improved their concentration and mental health status and also improved with regards to the implementation of the affective teaching skills. The impact of affective teaching practices on student learning and the perceptions of students about what constitutes "good teaching" were also investigated. Students reported that the affective teaching of especially excellent teachers was improved through the meditation intervention. Furthermore they reported that the most important component of affective learning is that lecturers listen to them as students. The study provides important data related to the value of affective teaching and learning in a tertiary environment, as well as the potential impact on the social responsibility of graduates employed by regional businesses. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01