Teaching older learners : an opportunity not a problem for curriculum design

Sinfield, Sandra (2003) Teaching older learners : an opportunity not a problem for curriculum design. Investigations in university teaching and learning, 1 (1). pp. 35-40. ISSN 1740-5106

InvestigationsInUniversityTeachingAndLearning_v1n1_p34-40.pdf - Published Version

Download (97kB) | Preview

Abstract / Description

This case study examines a module for mainly mature, 'non-traditional' students on the Early Childhood Studies [ECS] open entry degree programme at London Metropolitan University. The nature of the particular module - entitled 'An introduction to Early Childhood Studies: reflecting, learning and communicating' - means that this paper will briefly consider the debate about 'skills' that is presently preoccupying many higher education [HE] institutions, especially in today's Widening Participation climate. I also argue for a change in attitudes to teaching and learning in HE as a whole, referring to current research that is taking place at the University in this area.

Item Type: Article
Uncontrolled Keywords: Investigations in university teaching and learning; 'non-traditional students'; mature students; skills development
Subjects: 300 Social sciences > 370 Education
Department: School of Social Professions (to June 2021)
Centre for Professional Education and Development (CPED)
School of Social Sciences and Professions
Depositing User: Mary Burslem
Date Deposited: 01 Apr 2015 08:47
Last Modified: 19 Jul 2021 16:03
URI: https://repository.londonmet.ac.uk/id/eprint/127


Downloads per month over past year

Downloads each year

Actions (login required)

View Item View Item