Outputs (16)

Developing a Pedagogy for Interactive Learning. (2012)
Book Chapter
Cowan, J. (2012). Developing a Pedagogy for Interactive Learning. In J. Jia (Ed.), Educational Stages and Interactive Learning (1-17). IGI Global. https://doi.org/10.4018/978-1-4666-0137-6.ch001

Recent developments in higher education have seen the demise of much didactic, teacher-directed instruction which was aimed mainly towards lower-level educational objectives. This traditional educational approach has been largely replaced by methods... Read More about Developing a Pedagogy for Interactive Learning..

The learner’s role in assessing higher level abilities (2012)
Journal Article
Cowan, J., & Cherry, D. (2012). The learner’s role in assessing higher level abilities. Practitioner Research in Higher Education, 6, 12-22

This paper responds to the vision of a new assessment culture, which will be a meaningful integration of teaching, learning and assessment. It reviews the advice in the literature about assessment, and from there identifies principles for the assessm... Read More about The learner’s role in assessing higher level abilities.

Public feedback - but personal feedforward? (2012)
Journal Article
Cowan, J., & Chiu, Y. J. (2012). Public feedback - but personal feedforward?. Journal of Learning Development in Higher Education, 4,

Academic feedback is taken here as the reporting to student writers of the strengths and weaknesses of their submitted draft work, while academic feedforward refers to constructive advice regarding possible strengthening of students’ next work. Both... Read More about Public feedback - but personal feedforward?.

Students’ choices between typing and handwriting in examinations. (2012)
Journal Article
Mogey, N., Cowan, J., Paterson, J., & Purcell, M. (2012). Students’ choices between typing and handwriting in examinations. Active learning in higher education, 13, 117-128. https://doi.org/10.1177/1469787412441297

Keyboarding is a ubiquitous skill for most UK students and most coursework essays must be word-processed. However few examinations, other than for students with disabilities, permit the use of a word-processor. It is not known how students would re... Read More about Students’ choices between typing and handwriting in examinations..

Helping Eastern students to master Western critical thinking (2011)
Journal Article
Chiu, Y. J., & Cowan, J. (2011). Helping Eastern students to master Western critical thinking. Asia Pacific education review, 6, 103-111. https://doi.org/10.1007/s12564-011-9189-2

It is possible that some of the problems that confront Eastern learners when they are asked to engage in critical thinking come from the misleading association of the title with criticising negatively and even with disagreeing. In some other educa... Read More about Helping Eastern students to master Western critical thinking.

Freedom to learn: a radically revised pedagogy to facilitate lifewide learning in the academic curriculum. (2011)
Book Chapter
Cowan, J. (2011). Freedom to learn: a radically revised pedagogy to facilitate lifewide learning in the academic curriculum. In N. J. Jackson (Ed.), Learning for a Complex World (122-136). Authorhouse™

Higher education has progressed fairly steadily to a common pedagogical approach which centres on the idea of alignment. In this arrangement, intended learning outcomes are identified and declared; learning activities which will enable the desired le... Read More about Freedom to learn: a radically revised pedagogy to facilitate lifewide learning in the academic curriculum..

Nine examples of innovative assessment. (2010)
Working Paper
Cowan, J. Nine examples of innovative assessment

Examples submitted by invitation to a website intended as a genera; resource in Australasia I'm afraid I do not have a pre-publication copy

Reconceptualising moderation in asynchronous online discussions using grounded theory (2010)
Journal Article
Vlachopoulos, P., & Cowan, J. (2010). Reconceptualising moderation in asynchronous online discussions using grounded theory. Distance Education, 31, 23-36. https://doi.org/10.1080/01587911003724611

This paper reports a grounded theory study of e-moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to e-moderate. It aims to construct a theory of e-moderation based on some... Read More about Reconceptualising moderation in asynchronous online discussions using grounded theory.

Choices of approaches in e-moderation: conclusions from a grounded theory study (2010)
Journal Article
Vlachopoulos, P., & Cowan, J. (2010). Choices of approaches in e-moderation: conclusions from a grounded theory study. Active learning in higher education, 11, 213-224. https://doi.org/10.1177/1469787410379684

Much has been published in recent years about the desirable nature of facilitated interactions in on-line discussions with educational purposes. However little has been reported about the roles which tutors actually adopt in real life learning contex... Read More about Choices of approaches in e-moderation: conclusions from a grounded theory study.

Developing the ability for making evaluative judgements (2010)
Journal Article
Cowan, J. (2010). Developing the ability for making evaluative judgements. Teaching in Higher Education, 15(3), 323-334. https://doi.org/10.1080/13562510903560036

It is suggested that a more specific emphasis should be placed in undergraduate education on the explicit development of the ability to make evaluative judgements. This higher level cognitive ability is highlighted as the foundation for much sound an... Read More about Developing the ability for making evaluative judgements.