No Cover Image

Conference Paper/Proceeding/Abstract 494 views

A Comparison of Traditional, Compressed and Integrated Learning

Tracey Williams, Lesley Davies

EDULEARN Proceedings, Volume: 1, Pages: 5784 - 5792

Swansea University Authors: Tracey Williams, Lesley Davies

Full text not available from this repository: check for access using links below.

Check full text

DOI (Published version): 10.21125/edulearn.2024.1388

Abstract

As in all universities we are constantly searching for areas to improve student learning and student engagement. At Swansea University we have looked at different structures of delivery with a focus on engaging students and enhancing student learning. The study will compare the compressed style of l...

Full description

Published in: EDULEARN Proceedings
ISBN: 978-84-09-62938-1
ISSN: 2340-1117 2340-1117
Published: IATED 2024
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa67164
first_indexed 2024-07-25T15:27:33Z
last_indexed 2025-02-04T14:25:59Z
id cronfa67164
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2025-02-04T11:48:09.1115074</datestamp><bib-version>v2</bib-version><id>67164</id><entry>2024-07-23</entry><title>A Comparison of Traditional, Compressed and Integrated Learning</title><swanseaauthors><author><sid>8bdb4c0aab31a4b10ec9d03bbd9b8347</sid><firstname>Tracey</firstname><surname>Williams</surname><name>Tracey Williams</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>36f4ca6b3580f07dc335cc15c6922e41</sid><ORCID/><firstname>Lesley</firstname><surname>Davies</surname><name>Lesley Davies</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2024-07-23</date><deptcode>CBAE</deptcode><abstract>As in all universities we are constantly searching for areas to improve student learning and student engagement. At Swansea University we have looked at different structures of delivery with a focus on engaging students and enhancing student learning. The study will compare the compressed style of learning compared to two other modes of delivery The first being the more traditional delivery where the students have a 2 hour lecture followed by a timetabled seminar. This seminar is within the teaching week. The compressed mode of delivery is one where the seminar is delivered directly after the lecture. The third mode of delivery we have called integrated learning where the students have a three hour lecture where there is no distinction between the lecture and seminar. In the integrated style of lecture question practice is used throughout the lecture and not reserved for the seminar. Specifically, the study will look at the impact on student engagement and learning over these three modes of delivery, compressed, traditional and integrated style of teaching. The study will look to answer the following research questions: - Do students prefer the traditional style of delivery a 2 hour lecture on one day and a seminar on another day? - Do students prefer a more compressed style of learning where the seminar follows directly after the lecture? - Do students prefer integrated learning where the students have a 3 hour block of teaching with no differentiation between the lecture and seminar? Students will be asked to complete a questionnaire comprising of numerical scored questions and open questions allowing the students to provide more detailed observations. The questionnaire will cover the students learning experience during each style of teaching, their engagement, and their performance. The lecturers involved in the different types of teaching will be interviewed to gain their feedback on the outcome of the modes of delivery and any areas for improvement. A literature review was also performed to gain greater understanding of the theories supporting compressed learning, integrated learning and the more traditional style of delivery.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>EDULEARN Proceedings</journal><volume>1</volume><journalNumber/><paginationStart>5784</paginationStart><paginationEnd>5792</paginationEnd><publisher>IATED</publisher><placeOfPublication/><isbnPrint/><isbnElectronic>978-84-09-62938-1</isbnElectronic><issnPrint>2340-1117</issnPrint><issnElectronic>2340-1117</issnElectronic><keywords>Traditional, compressed, integrated</keywords><publishedDay>1</publishedDay><publishedMonth>7</publishedMonth><publishedYear>2024</publishedYear><publishedDate>2024-07-01</publishedDate><doi>10.21125/edulearn.2024.1388</doi><url/><notes/><college>COLLEGE NANME</college><department>Management School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>CBAE</DepartmentCode><institution>Swansea University</institution><apcterm>Not Required</apcterm><funders/><projectreference/><lastEdited>2025-02-04T11:48:09.1115074</lastEdited><Created>2024-07-23T12:04:10.7844239</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Management - Accounting and Finance</level></path><authors><author><firstname>Tracey</firstname><surname>Williams</surname><order>1</order></author><author><firstname>Lesley</firstname><surname>Davies</surname><orcid/><order>2</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2025-02-04T11:48:09.1115074 v2 67164 2024-07-23 A Comparison of Traditional, Compressed and Integrated Learning 8bdb4c0aab31a4b10ec9d03bbd9b8347 Tracey Williams Tracey Williams true false 36f4ca6b3580f07dc335cc15c6922e41 Lesley Davies Lesley Davies true false 2024-07-23 CBAE As in all universities we are constantly searching for areas to improve student learning and student engagement. At Swansea University we have looked at different structures of delivery with a focus on engaging students and enhancing student learning. The study will compare the compressed style of learning compared to two other modes of delivery The first being the more traditional delivery where the students have a 2 hour lecture followed by a timetabled seminar. This seminar is within the teaching week. The compressed mode of delivery is one where the seminar is delivered directly after the lecture. The third mode of delivery we have called integrated learning where the students have a three hour lecture where there is no distinction between the lecture and seminar. In the integrated style of lecture question practice is used throughout the lecture and not reserved for the seminar. Specifically, the study will look at the impact on student engagement and learning over these three modes of delivery, compressed, traditional and integrated style of teaching. The study will look to answer the following research questions: - Do students prefer the traditional style of delivery a 2 hour lecture on one day and a seminar on another day? - Do students prefer a more compressed style of learning where the seminar follows directly after the lecture? - Do students prefer integrated learning where the students have a 3 hour block of teaching with no differentiation between the lecture and seminar? Students will be asked to complete a questionnaire comprising of numerical scored questions and open questions allowing the students to provide more detailed observations. The questionnaire will cover the students learning experience during each style of teaching, their engagement, and their performance. The lecturers involved in the different types of teaching will be interviewed to gain their feedback on the outcome of the modes of delivery and any areas for improvement. A literature review was also performed to gain greater understanding of the theories supporting compressed learning, integrated learning and the more traditional style of delivery. Conference Paper/Proceeding/Abstract EDULEARN Proceedings 1 5784 5792 IATED 978-84-09-62938-1 2340-1117 2340-1117 Traditional, compressed, integrated 1 7 2024 2024-07-01 10.21125/edulearn.2024.1388 COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University Not Required 2025-02-04T11:48:09.1115074 2024-07-23T12:04:10.7844239 Faculty of Humanities and Social Sciences School of Management - Accounting and Finance Tracey Williams 1 Lesley Davies 2
title A Comparison of Traditional, Compressed and Integrated Learning
spellingShingle A Comparison of Traditional, Compressed and Integrated Learning
Tracey Williams
Lesley Davies
title_short A Comparison of Traditional, Compressed and Integrated Learning
title_full A Comparison of Traditional, Compressed and Integrated Learning
title_fullStr A Comparison of Traditional, Compressed and Integrated Learning
title_full_unstemmed A Comparison of Traditional, Compressed and Integrated Learning
title_sort A Comparison of Traditional, Compressed and Integrated Learning
author_id_str_mv 8bdb4c0aab31a4b10ec9d03bbd9b8347
36f4ca6b3580f07dc335cc15c6922e41
author_id_fullname_str_mv 8bdb4c0aab31a4b10ec9d03bbd9b8347_***_Tracey Williams
36f4ca6b3580f07dc335cc15c6922e41_***_Lesley Davies
author Tracey Williams
Lesley Davies
author2 Tracey Williams
Lesley Davies
format Conference Paper/Proceeding/Abstract
container_title EDULEARN Proceedings
container_volume 1
container_start_page 5784
publishDate 2024
institution Swansea University
isbn 978-84-09-62938-1
issn 2340-1117
2340-1117
doi_str_mv 10.21125/edulearn.2024.1388
publisher IATED
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Accounting and Finance{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Accounting and Finance
document_store_str 0
active_str 0
description As in all universities we are constantly searching for areas to improve student learning and student engagement. At Swansea University we have looked at different structures of delivery with a focus on engaging students and enhancing student learning. The study will compare the compressed style of learning compared to two other modes of delivery The first being the more traditional delivery where the students have a 2 hour lecture followed by a timetabled seminar. This seminar is within the teaching week. The compressed mode of delivery is one where the seminar is delivered directly after the lecture. The third mode of delivery we have called integrated learning where the students have a three hour lecture where there is no distinction between the lecture and seminar. In the integrated style of lecture question practice is used throughout the lecture and not reserved for the seminar. Specifically, the study will look at the impact on student engagement and learning over these three modes of delivery, compressed, traditional and integrated style of teaching. The study will look to answer the following research questions: - Do students prefer the traditional style of delivery a 2 hour lecture on one day and a seminar on another day? - Do students prefer a more compressed style of learning where the seminar follows directly after the lecture? - Do students prefer integrated learning where the students have a 3 hour block of teaching with no differentiation between the lecture and seminar? Students will be asked to complete a questionnaire comprising of numerical scored questions and open questions allowing the students to provide more detailed observations. The questionnaire will cover the students learning experience during each style of teaching, their engagement, and their performance. The lecturers involved in the different types of teaching will be interviewed to gain their feedback on the outcome of the modes of delivery and any areas for improvement. A literature review was also performed to gain greater understanding of the theories supporting compressed learning, integrated learning and the more traditional style of delivery.
published_date 2024-07-01T05:18:43Z
_version_ 1851550255005302784
score 11.090091

Similar Items