Reflection on course delivery is significant in any teaching practice for the tutor to reflect on how to improve the teaching methods and to acquire full understanding of how to enhance students’ learning experiences. According to Brookfield’s argument in respect to teaching, he pointed out that “what we think are democratic, respectful ways of treating people can be experienced by them as oppressive and constraining” in his reflection on students thoughts during his teaching. Reflection in teaching comes along with some critical thinking and assumptions. Being conscious of how our assumptions frame how we think and act “is one of the most intellectual challenges we face in our lives” (Brookfield, 1995).
In this research, I will be reflecting on my teaching practice and discussing my findings and experiences during the seminar course. I implemented several methods of delivering the seminars and lab sessions; such as group discussions, individual presentations, chalk & board methods of teaching, PowerPoint slides presentation and discussion of weekly assignments. The feedback received from the students was analysed using SPSS to evaluate the feedback results based on the preferences and usefulness of the various methods of delivering the seminars and labs in this paper.
This paper comprises teaching methodologies and feedback received from students of Computer Security seminar group. The report covers some reflective practice of over 10 weeks of seminar classes and over 10 weeks of lab sessions between academic years 2013/14 and 2014/15. But the feedback data analysed in this paper covered only one semester of academic year 2014/2015. Teaching methods were applied in delivering the courses during the seminar. The students were requested at the end of the semester to give feedback on how useful the teaching and learning methods were to their individual learning habits.
This paper is structured as follows: firstly, brief review on reflective practice, secondly the teaching methods applied during the seminars and laboratory, thirdly analysis of the feedback forms and comments, and lastly conclusion and further research.
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