Understanding the impact of research-informed teaching on academic practice and student learning: a qualitative study

Paul Joseph-Richard, Mohammed Golam Jamil, Winnie Wu, Timos Almpanis

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Although much is known about the nature and importance of Research Informed Teaching (RIT), we know very little about its impact on teaching practice and students' learning. To redress this gap, we explore how RIT is conceptualised and practiced by academics and what impact, if any, RIT has on teachers and students. Through semi-structured interviews with 20 research-active teachers in Solent, we empirically reveal a range of innovative teaching practices and outcomes of RIT. In particular, our data also show a reverse-impact, where teaching also informs research (TIR) in meaningful ways. We discuss implications for HE provision in this presentation.
Original languageEnglish
Title of host publicationUnderstanding the impact of research-informed teaching on academic practice and student learning: a qualitative study
Publication statusPublished - 23 Jun 2017
EventSolent Learning and Teaching Community Conference 2017: IN PURSUIT OF EXCELLENCE: INSPIRING ACHIEVEMENT THROUGH TRANSFORMATIVE PEDAGOGY - Solent University, Southampton, United Kingdom
Duration: 23 Jun 201723 Jun 2017

Conference

ConferenceSolent Learning and Teaching Community Conference 2017
Abbreviated titleSLTCC 2017
CountryUnited Kingdom
CitySouthampton
Period23/06/1723/06/17

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    Joseph-Richard, P., Jamil, M. G., Wu, W., & Almpanis, T. (2017). Understanding the impact of research-informed teaching on academic practice and student learning: a qualitative study. In Understanding the impact of research-informed teaching on academic practice and student learning: a qualitative study [2.4]