Enhancing student learning in Higher Education through student input


This paper aims to identify possible factors that can enhance student learning in terms of environment and other classroom features. Using action research as an approach, responses were extracted from 27 Malaysian undergraduates. Ten open ended questions were posed and responses were collected immediately and manually analysed. A thematic analysis was applied to separate the factors noted in the data. Data analysis suggested that undergraduates were ready to take ownership of their learning through negotiations of course assignments, deadlines, assessments, weightage of marks and activities. Undergraduates also noted that a relaxing, informal, non-judgmental and interactive learning environment would enhance learning. Lecturers were still viewed as authority but were expected to be equipped with certain friendly qualities. This paper is limited to a very small population thus, findings cannot be generalised. However, the outcomes can be used to enhance student learning in higher education settings.
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