This work examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It provides innovative case materials from a wide range of institutions and disciplines. Num Pages: 240 pages, 4 black & white illustrations, 4 black & white tables. BIC Classification: JN. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 227 x 149 x 13. Weight in Grams: 370. . 2012. 1st Edition. Paperback. . . . .

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Bibliographic Details

Title: Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge
Publisher: Taylor & Francis Ltd
Publication Date: 2012
Language: English
ISBN 10: 0415514185
ISBN 13: 9780415514187
Binding: Soft cover
Edition: 1st Edition
Condition: New

About this title

Synopsis

It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers?

This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics.

About the Author

Jan Meyer is Professor of Education and foundation Director of the Centre for Learning, Teaching, and Research in Higher Education, University of Durham.

Ray Land is Professor of Higher Education Development and Director, Centre for Higher Education Development, Coventry University. Education in Cyberspace , He has written widely on higher education, and his books include Education and Cyberspace (RoutledgeFalmer, 2004) and Educational Development: Discourse, Identity and Practice (SRHE/McGraw-Hill Open University Press, 2004).

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