Abstract

Students at a South African university are exposed to an annual report project which combines elements of four courses as an integrated teaching strategy. The purpose of this paper is to report students’ perspectives as to the extent this integrated teaching strategy addressed the learning outcomes for professional skills as required by the International Education Standard 3 Initial professional development—professional skills (2015). The study used survey research to collect data from 74 students to determine students’ perspectives on whether the integrated teaching strategy addressed the learning outcomes. Students indicated that many of the professional skills listed in International Education Standard 3 are addressed by the integrated teaching strategy. In particular, interpersonal and communication skills were rated as the highest skills acquired, in particular teamwork and communication skills, followed by organisational skills, intellectual skills and personal skills. There were some significant statistical differences for some of the skills between the perspectives of the students when the results were sorted on a gender basis and a language basis. Where some skills were not highly rated by the students, it may be that these skills were not wholly needed by students to complete the integrated project. However, overall, students rated the majority of the skills above the midpoint of the rating scale which suggests that students saw the integrated teaching strategy capable of developing the professional skills investigated in this study.

摘要

南非一所大学的学生将接触一个年度报告项目，该项目将四门课程的元素作为综合教学策略。本文的目的是报告学生的观点，即这种综合教学策略在多大程度上解决了国际教育标准 3 初始专业发展——专业技能（2015）所要求的专业技能的学习成果。该研究使用调查研究从 74 名学生那里收集数据，以确定学生对综合教学策略是否解决学习成果的看法。学生表示，国际教育标准 3中列出的许多专业技能由综合教学策略解决。特别是，人际交往和沟通技能被评为获得的最高技能，特别是团队合作和沟通技能，其次是组织技能、智力技能和个人技能。当按性别和语言对结果进行排序时，学生的观点之间的某些技能存在一些显着的统计差异。如果学生对某些技能评价不高，则可能是学生完成综合项目并不完全需要这些技能。然而，总体而言，学生对大部分技能的评分高于评分量表的中点，这表明学生看到了能够发展本研究调查的专业技能的综合教学策略。