Proceedings of the 8th World Conference on Future of Education
Year: 2024
DOI:
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University Education Developed: The Case for On-Course University Syllabus Variety
Dr. Peter Brugger
ABSTRACT:
In any UK University post-graduate study is one year, it is a full year of study that often culminates in the production of a piece of research, a project, or a dissertation. In the Arts & Humanities, on a taught masters degree programme, there is a division between an in-class presence in seminars, workshops and tutorials, and remote engagement through independent research and writing. Frequently this division between in-class and independent learning becomes skewed as capacity, capability and motivation for any independent work is largely assumed. So, can we as educators add a motivating force to this intensive year of study? I am not referring to in-class lessons on research skills; as sessions that provide the tools and improve upon a variety of independent research competencies, are important but they do not supply motivation to learners often with learning and practice stopping at the end of the session. I am referring to a structured in-class activity, or set of activities, that through the provision of a structured framework are there to provide the individual with the ability for research and the motivation to continue and perhaps follow-through. Therefore, this is a case for how an in-class activity can benefit and guide, at least a part of the remote individual work and thus, from originally encouraging and guiding a synchronous action the asynchronous activity would cultivate momentum and motivate the individual through a guided structure. Based off of established pedagogy and postgraduate reception, I intend to argue for semi-structured variety to be added as an addition to any postgraduate masters education.
keywords: pedagogy, postgraduate, framework, motivation