Teaching For Quality Learning At University and over 2 million other books are available for Amazon Kindle . Learn more
£29.69
  • RRP: £32.99
  • You Save: £3.30 (10%)
FREE Delivery in the UK.
In stock.
Dispatched from and sold by Amazon.
Gift-wrap available.
Quantity:1
Teaching for Quality Lear... has been added to your Basket
Trade in your item
Get a £12.00
Gift Card.
Have one to sell?
Flip to back Flip to front
Listen Playing... Paused   You're listening to a sample of the Audible audio edition.
Learn more
See all 2 images

Teaching for Quality Learning at University (Society for Research Into Higher Education) Paperback – 1 Nov 2011


See all 4 formats and editions Hide other formats and editions
Amazon Price New from Used from
Kindle Edition
"Please retry"
Paperback
"Please retry"
£29.69
£24.87 £25.02

Trade In Promotion


Frequently Bought Together

Teaching for Quality Learning at University (Society for Research Into Higher Education) + A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice + Learning to Teach in Higher Education
Price For All Three: £95.27

Buy the selected items together


Trade In this Item for up to £12.00
Trade in Teaching for Quality Learning at University (Society for Research Into Higher Education) for an Amazon Gift Card of up to £12.00, which you can then spend on millions of items across the site. Trade-in values may vary (terms apply). Learn more

Product details

  • Paperback: 480 pages
  • Publisher: Open University Press; 4 edition (1 Nov. 2011)
  • Language: English
  • ISBN-10: 0335242758
  • ISBN-13: 978-0335242757
  • Product Dimensions: 15.2 x 2.2 x 22.9 cm
  • Average Customer Review: 4.9 out of 5 stars  See all reviews (8 customer reviews)
  • Amazon Bestsellers Rank: 9,247 in Books (See Top 100 in Books)
  • See Complete Table of Contents

Product Description

About the Author

John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching.

Catherine Tang is the former Head of Educational Development Centre in the Hong Kong Institute of Education and also in the Hong Kong Polytechnic University.


Inside This Book (Learn More)
Browse Sample Pages
Front Cover | Copyright | Table of Contents | Excerpt | Index
Search inside this book:

Customer Reviews

4.9 out of 5 stars
5 star
7
4 star
1
3 star
0
2 star
0
1 star
0
See all 8 customer reviews
Share your thoughts with other customers

Most Helpful Customer Reviews

4 of 4 people found the following review helpful By Mr Paul Barry on 18 Feb. 2013
Format: Paperback Verified Purchase
This is an excellent guide for educators and teachers wishing to design effective programmes of instruction. It is clearly based on years of research and experience, and provides a clear roadmap for the design of programmes that promote learning that is easily assessable.

The book is well organized and easy to read. Clear diagrams and tables help to explain the material. Many references are given, which add to the confidence one has in message.
Comment Was this review helpful to you? Yes No Sending feedback...
Thank you for your feedback. If this review is inappropriate, please let us know.
Sorry, we failed to record your vote. Please try again
1 of 1 people found the following review helpful By J. Baldwin VINE VOICE on 12 July 2014
Format: Paperback
I first read this book back in 1999 when it was first published and it became a much-used tool in my early teaching career, and one I quoted and recommended to others.
It has since been updated a couple of times and new sections have been added with a co-author.

It still remains a useful introduction to using learning outcomes properly, as aids to learning, rather than as constraints.
Its conclusions are still controversial in some circles. In my early days I gave my students the assessment criteria on the basis of this book and was condemned by colleagues for "giving them the answers". Recently I used the book to justify changes to assessment in my current university - again to "it's the end of the world" complaints from traditionalists.
Of course, in a year's time they'll deny ever making a fuss...

A great book, still relevant, and a source of much discussion and creative teaching ideas.
Comment Was this review helpful to you? Yes No Sending feedback...
Thank you for your feedback. If this review is inappropriate, please let us know.
Sorry, we failed to record your vote. Please try again
2 of 2 people found the following review helpful By Ruth P on 11 Feb. 2013
Format: Kindle Edition Verified Purchase
Have found principles constructive alignment very useful in planning a new course. Book full of clear, practical examples which can be adapted for own context.
Comment Was this review helpful to you? Yes No Sending feedback...
Thank you for your feedback. If this review is inappropriate, please let us know.
Sorry, we failed to record your vote. Please try again
Format: Paperback Verified Purchase
This book should become a standard text for all teaching staff in Higher Education. If you are being taught by someone who has not read it or if you are in a University that does not apply constructive alignment then as a student you should be worried. It should be on every higher education teacher's bookshelf and you should check that they have read it.

Constructive alignment is one of the most powerful tools we have for improving higher education. If it could filter down to secondary education then even better, but there are arguments for the militaristic approach that is currently the norm. This takes students back to an experiential way of learning - much more like primary school, but with the required maturity that you should have amongst higher education students (that is why it probably would be a disaster at secondary level).

Many academics will resist this progressive approach but the simple selling points are that you get higher grades, better outcomes and better student feedback for doing less teaching. Do less and get more who could possibly object to that. Less of the dirge of the lecture and more of the inspiration and mentoring, more time for research and less time for regurgitation. This book is a classic and should define where higher education goes from here. This is a starting point and the ideas will develop in a multi-structural way, but this is a paradigm changing book.
Comment Was this review helpful to you? Yes No Sending feedback...
Thank you for your feedback. If this review is inappropriate, please let us know.
Sorry, we failed to record your vote. Please try again


Feedback