Hughes, Hilary, and Bruce, Christine S. (2013) International students’ experiences of informed learning: a pedagogical case study. International Journal of Pedagogies and Learning, 8 (2). pp. 106-119.

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Abstract

This case study explores the theory and practice of informed learning (Bruce, 2008) in a culturally diverse higher education context. It presents research findings about learning and teaching in a postgraduate unit of study entitled Personalised Language Development, an elective in the Master of TESOL and TEFL programs at Queensland University of Technology (QUT). This unit aims to enable international students to extend their disciplinary knowledge of English language teaching, their academic and linguistic fluency and awareness of their own information using processes. The paper outlines the case study research approach; describes the design and implementation of the unit; demonstrates how informed learning principles and characteristics underpin the unit design; presents findings about the international students’ experiences of informed learning through their reflections; and finally the paper discusses the implications of the findings for educators, including the potential transferability of informed learning across higher education disciplines.

Item ID:	55434
Item Type:	Article (Research - C1)
ISSN:	1833-4105
Keywords:	international students; informed learning; pedagogy; learning experience; TESOL; TEFL; higher education; academic skills; information literacy; english language learning; HERN; children & youth research centre; cultural diversity
Copyright Information:	Copyright 2013 eContent Management Pty Ltd
Additional Information:	Special journal issue entitled: Quality Pedagogies for Quality Learning in Contemporary Higher Education
Date Deposited:	14 Sep 2018 06:45
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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