Perceptions of optimal conditions for teaching and learning: a case study from Flinders University

Abstract

Effective teaching and learning in higher education is an important focal point of literature around the globe. Various models are presented as desirable and fostering optimal conditions for teaching and learning. However, each model must be examined within the context of its institutional culture, mission and strategic plan to ascertain if it meets the envisaged goals. The Reinventing Teaching Project survey conducted at Flinders University in 2009 provided a unique opportunity for academic staff and students across all faculties to respond to a survey that explored their perceptions of optimal learning conditions and assessed if the campus environment was conducive to effective teaching and learning practices. The exploratory study was designed to gather qualitative and quantitative data on the motivation of teachers and learners to engage with learning and learners (or not). The results of the survey present valuable insights into what teachers and learners consider to be important attributes of optimal teaching and learning and indicate a number of similarities and differences among teacher-student perceptions. This paper identifies and discusses some of the pertinent outcomes of the study to provide a framework for other similar studies.

Keywords:

• effective/non-effective practice
• experiential narratives
• optimal learning outcomes
• self-evaluative processes
• student-teacher expectations

Acknowledgements

This project was funded by the Deputy Vice-Chancellor (Academic), Professor Andrew Parkin. The writers acknowledge the assistance of David de Bellis, Natalie Chewins, Jason Lang, Sam Franzway and Lorraine Badger. The project team (Heather Smigiel, Fay Patel, Salah Kutieleh, Diana Glenn, Jane Robbins, Alan Wilson, Carol Tilt and Elizabeth Handsley) was responsible for designing and implementing the project between 2007 and 2010.