Peer Review Strategy: Teaching and Learning Practice to Improve Student Participation in GIS Lectures

Muhammad Nawaz; Farha Sattar

Peer Review Strategy: Teaching and Learning Practice to Improve Student Participation in GIS Lectures

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper published in Proceedings

Abstract

Peer review strategy can be adopted to teach ourselves about effective teaching and learning practices in Geographic Information System (GIS). The paper describes the process used in a graduate GIS course, which resulted in an increased emphasis on reflective teaching, student participation in lectures and introduction of integrated communication skills. Issues involved in GIS teaching and learning are identified and solutions to the identified issues are presented. Qualitative analysis of student participation in lectures is used to show the learning outcomes.

Original language	English
Title of host publication	Proceedings of the BICSS Bangkok International Conference on Social Sciences (BICSS 2014)
Editors	unknown
Place of Publication	unknown
Publisher	Unknown
Pages	510-514
Number of pages	5
ISBN (Print)	978-986-87417-2-0
Publication status	Published - 2014
Event	Bangkok International Conference on Social Science (BICSS) 2014 2nd - Bangkok, Thailand Duration: 18 Jan 2014 → 20 Jan 2014

Conference

Conference	Bangkok International Conference on Social Science (BICSS) 2014 2nd
Period	18/01/14 → 20/01/14

Cite this

@inproceedings{62fa812135e948e9ab341f87ff876585,

title = "Peer Review Strategy: Teaching and Learning Practice to Improve Student Participation in GIS Lectures",

abstract = "Peer review strategy can be adopted to teach ourselves about effective teaching and learning practices in Geographic Information System (GIS). The paper describes the process used in a graduate GIS course, which resulted in an increased emphasis on reflective teaching, student participation in lectures and introduction of integrated communication skills. Issues involved in GIS teaching and learning are identified and solutions to the identified issues are presented. Qualitative analysis of student participation in lectures is used to show the learning outcomes. ",

author = "Muhammad Nawaz and Farha Sattar",

year = "2014",

language = "English",

isbn = "978-986-87417-2-0",

pages = "510--514",

editor = "unknown",

booktitle = "Proceedings of the BICSS Bangkok International Conference on Social Sciences (BICSS 2014)",

publisher = "Unknown",

note = "Bangkok International Conference on Social Science (BICSS) 2014 2nd ; Conference date: 18-01-2014 Through 20-01-2014",

}

Peer Review Strategy: Teaching and Learning Practice to Improve Student Participation in GIS Lectures. / Nawaz, Muhammad; Sattar, Farha.
Proceedings of the BICSS Bangkok International Conference on Social Sciences (BICSS 2014). ed. / unknown. unknown: Unknown, 2014. p. 510-514.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper published in Proceedings

TY - GEN

T1 - Peer Review Strategy

T2 - Bangkok International Conference on Social Science (BICSS) 2014 2nd

AU - Nawaz, Muhammad

AU - Sattar, Farha

PY - 2014

Y1 - 2014

N2 - Peer review strategy can be adopted to teach ourselves about effective teaching and learning practices in Geographic Information System (GIS). The paper describes the process used in a graduate GIS course, which resulted in an increased emphasis on reflective teaching, student participation in lectures and introduction of integrated communication skills. Issues involved in GIS teaching and learning are identified and solutions to the identified issues are presented. Qualitative analysis of student participation in lectures is used to show the learning outcomes.

AB - Peer review strategy can be adopted to teach ourselves about effective teaching and learning practices in Geographic Information System (GIS). The paper describes the process used in a graduate GIS course, which resulted in an increased emphasis on reflective teaching, student participation in lectures and introduction of integrated communication skills. Issues involved in GIS teaching and learning are identified and solutions to the identified issues are presented. Qualitative analysis of student participation in lectures is used to show the learning outcomes.

M3 - Conference Paper published in Proceedings

SN - 978-986-87417-2-0

SP - 510

EP - 514

BT - Proceedings of the BICSS Bangkok International Conference on Social Sciences (BICSS 2014)

A2 - unknown, null

PB - Unknown

CY - unknown

Y2 - 18 January 2014 through 20 January 2014

ER -

Peer Review Strategy: Teaching and Learning Practice to Improve Student Participation in GIS Lectures

Abstract

Conference

Fingerprint

Cite this