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Article
Publication date: 2 October 2007

Beronda L. Montgomery

The purpose of this paper is to provide a reflective evaluation of the concept of the teaching commons as presented by authors Huber and Hutchings and to summarize

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715

Abstract

Purpose

The purpose of this paper is to provide a reflective evaluation of the concept of the teaching commons as presented by authors Huber and Hutchings and to summarize expected outcomes from participation therein.

Design/methodology/approach

An appraisal of the book The Advancement of Learning: Building the Teaching Commons is presented to explore the conception of the teaching commons. This review addresses the definition of the teaching commons and explores the establishment of, and participation in, the teaching commons as a means of advancing the scholarship of teaching and learning and for improving student learning.

Findings

A fundamental premise is developed suggesting that the development and utilization of a teaching commons will improve teaching and learning through the provision of a defined safeplace for conversations about teaching and learning and specific avenues to share information about teaching innovations for improving student learning. Sustained faculty engagement in a teaching commons must be supported by formalized institutional recognition and appropriate rewards.

Practical implications

A practical resource for faculty members involved in the scholarship of teaching and learning and for administrators developing teaching and learning centers or resources for utilization by faculty members.

Originality/value

This review examines the definition and establishment of a teaching commons for improving the scholarship of teaching and learning at the college and university levels.

Details

On the Horizon, vol. 15 no. 4
Type: Research Article
ISSN: 1074-8121

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Article
Publication date: 21 March 2008

Tine Nielsen

The purpose of this paper is to present, try out, and evaluate a strategy for implementation of learning and teaching styles at the teacher level.

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3809

Abstract

Purpose

The purpose of this paper is to present, try out, and evaluate a strategy for implementation of learning and teaching styles at the teacher level.

Design/methodology/approach

The study takes a qualitative approach to evaluating the short‐term and long‐term effects of a workshop on teaching and learning styles with regard to changing teachers' implicit beliefs and teaching practice.

Findings

Fourteen months after a two‐day workshop on learning and teaching styles, teachers' implicit beliefs about learning and teaching remain explicit and their teaching practice has changed towards a higher degree of differentiation as a result of the workshop.

Practical implications

The paper demonstrates that it is possible to change experienced teachers' teaching practice to a higher degree of differentiation with a two‐day workshop.

Originality/value

The paper provides knowledge on how to change in‐service teachers' implicit beliefs and how to affect their teaching practice to making use of of learning and teaching styles in their teaching practice.

Details

Education + Training, vol. 50 no. 2
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 20 July 2010

Kevin M. Baird and Venkateshwaran Narayanan

The purpose of this paper is to evaluate the effectiveness of a change in teaching structure in improving the performance of students in an introductory management…

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2091

Abstract

Purpose

The purpose of this paper is to evaluate the effectiveness of a change in teaching structure in improving the performance of students in an introductory management accounting subject at an Australian institution. The change in structure involved a shift in the balance between lecture and tutorial face‐to‐face contact hours with increased emphasis being placed on tutorials in an attempt to enhance the benefits of cooperative learning.

Design/methodology/approach

The paper evaluates the success of the new approach by comparing the performance of students across the two teaching structures. Specifically, the paper compares the performance of students on exam questions covering five key management accounting topics.

Findings

The results revealed that the new teaching structure (a two‐hour workshop‐based tutorial and a one‐hour lecture each week) improved student examination results significantly in comparison to the previous “traditional” approach.

Practical implications

This paper demonstrates the benefits of teaching and learning conducted in a small class size setting with the use of cooperative learning. Such an approach could be adopted more widely in the teaching and learning of accounting to enhance the generic and analytic skills of students.

Originality/value

This paper provides empirical evidence to support largely normative claims that cooperative learning when combined with greater focus on small class teaching can improve student performance.

Details

Asian Review of Accounting, vol. 18 no. 2
Type: Research Article
ISSN: 1321-7348

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Article
Publication date: 1 March 1999

Graham Badley

Outlines a series of initiatives at both national and institutional levels which suggest that British higher education is becoming more serious about improving the quality…

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2084

Abstract

Outlines a series of initiatives at both national and institutional levels which suggest that British higher education is becoming more serious about improving the quality of university teaching. National initiatives include the Teaching Quality Assessment exercise, the Teaching and Learning Technology Programme and the Fund for the Development of Teaching and Learning. The establishment of the Institute for Learning and Teaching in Higher Education is also briefly highlighted. At the institutional level initiatives include the creation of more effective units or centres to promote learning and teaching, many of which intend to offer teacher development programmes accredited by the new Institute for Learning and Teaching. Such units also provide a valuable range of workshops, consultancy and project support in order to help universities improve their understanding of the practice and the theory of teaching in higher education. Many such units also promote research, especially action research, into university teaching and learning.

Details

Quality Assurance in Education, vol. 7 no. 1
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 1 February 1995

Nandish V. Patel

Much educational practice taught at teaching colleges regarding theprocess of teaching and learning is derived from a theoretical base.Less is based on lessons learned

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3524

Abstract

Much educational practice taught at teaching colleges regarding the process of teaching and learning is derived from a theoretical base. Less is based on lessons learned from the observation of the actual process of teaching and learning. Undergraduate teachers and mature practitioners are left with unstructured and unsystematic personal reflections of the process of teaching and learning for meeting any deficiencies they may have perceived. Soft systems methodology is an approach that can fill this lacuna. It provides a structured and systematic as well as systemic, approach for analysing actual practices in organized human activities, or human activity systems, such as the institution of education. The methodology is of particular benefit for analysing the process of teaching and learning because it does not require starting the process as an identified and precisely defined problem requiring a commensurate solution, yet it is still capable of generating recommendations for improving the process. The methodology is applied to this process to discover whether it can reveal hitherto unrecognized teaching and learning activities which can be used to improve the process in question.

Details

International Journal of Educational Management, vol. 9 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Content available
Article
Publication date: 1 December 2015

Yanhui Han*, Shunping Wei and Shaogang Zhang

In the field of education in China, a large number of learning management systems have been deployed, in which vast amounts of data on learners and learning processes have…

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4224

Abstract

In the field of education in China, a large number of learning management systems have been deployed, in which vast amounts of data on learners and learning processes have been stored. How can one make use of these data? How can one transform the data into information and knowledge that inform decision-making in teaching and optimize learning? These questions have become a matter of concern for educators and learners. Learning analytics helps to unlock the value of the learning process data, so that the data can become an important basis for prudent decisions and process optimization. 'Learning analytics' was listed in the 2013 NMC Horizon Report as one of the emerging technologies that will have a great impact on learning, teaching and innovative research in higher education in two to three years. The report notes that learning analytics aims to decipher trends and patterns in the teaching and learning process from educational big data. In this paper, an online course on the Moodle platform is used for the research. The study examines reflection on online teaching and learning based on massive records of the learning process from the perspective of a tutor employing learning analytics. It is a brand new form of reflection on teaching and learning. The analysis of interactive course forums can help tutors to focus on key teaching and learning activities, and achieve more accurate analysis than with conventional face-to-face teaching activities. The research indicates that learning analytics is effective in supporting tutor reflection on interactive online teaching and learning.

Details

Asian Association of Open Universities Journal, vol. 10 no. 2
Type: Research Article
ISSN: 1858-3431

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Article
Publication date: 1 December 1997

Tom Bourner

Focuses on learning outcomes in debates on teaching methods in higher education (HE). Presents six core learning outcomes and ten common teaching methods for each of the…

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4989

Abstract

Focuses on learning outcomes in debates on teaching methods in higher education (HE). Presents six core learning outcomes and ten common teaching methods for each of the learning outcomes. Concludes that the search for any universally best teaching method is bound to be fruitless and should give way to the search for better ways of achieving particular learning outcomes. Recommends the widening of the repertoire of teaching methods available to academic staff as a means of diminishing the severity of the trade‐off between teaching effectiveness and teaching efficiency as the unit of teaching resource continues to fall.

Details

Education + Training, vol. 39 no. 9
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 March 1998

Erika Martens and Michael Prosser

The evaluation and continuous improvement of the quality of teaching and learning in higher education is an issue of sustained concern. While most universities are…

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3805

Abstract

The evaluation and continuous improvement of the quality of teaching and learning in higher education is an issue of sustained concern. While most universities are implementing systems of quality assurance, there is substantial variation in the principles underlying these systems. La Trobe University has developed and implemented a university‐wide system of quality assurance that ensures that each subject is systematically reviewed and enhanced by those teaching in the subject. While it incorporates compulsory student evaluation of teaching of each subject the result of this student evaluation is not the focus of the quality assurance system. The focus is on ensuring that those teaching the subject, reflect on and make recommendations for further improvement of the subject. Outlines the quality assurance system, the principles on which it is based and describes and analyses the processes engaged in during its development.

Details

Quality Assurance in Education, vol. 6 no. 1
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 31 August 2021

Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey Gardner, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography…

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

Findings

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 20 July 2021

Gila Cohen Zilka

Education systems worldwide are facing the question whether to adopt the “Bring Your Own Device (BYOD)” approach and allow students to bring their personal laptops to…

Abstract

Purpose

Education systems worldwide are facing the question whether to adopt the “Bring Your Own Device (BYOD)” approach and allow students to bring their personal laptops to school. The purpose of the study was to understand the advantages and disadvantages of using a laptop during lessons in schools and in institutions of higher education, from the perspective of preservice teachers who watch the lessons and practice teaching in schools, while studying at an institution of higher education.

Design/methodology/approach

The research questions were: What are the pros and cons of a regular use of personal laptops during lessons? How do learners use their laptop during lessons in schools and colleges? This was a mixed-method study with emphasis on quality analysis. Methods. Participants were 215 preservice teachers studying at academic institutions for teacher training in Israel.

Findings

The findings indicate that the benefits of using laptops are in the availability and accessibility of the digital environments and the many possibilities to integrate these environments and achieve goals of acquiring skills in the process of learning and teaching that takes place in the classroom. The findings further show that all learners, and especially adolescents, extensively and frequently use various digital developments.

Research limitations/implications

This study examined the integration of laptops in the teaching and learning processes of preservice teachers who are in the process of forming their identity as future professionals teaching in the twenty-first century. The lessons chosen by preservice teachers to conduct during their teaching practicum have not been examined, therefore it is desirable that future studies examine the way in which preservice teachers choose the lessons to teach and how they practice teaching: whether in the traditional or the constructivist way, and if so, why?

Practical implications

It is advisable to enable preservice teachers to look at a combination of digital environments in teaching and to experience teaching in these environments, to increase e-readiness for teaching in a digital environment.

Social implications

How do learners use their laptops during lessons in school and in higher education?

Originality/value

Acquiring skills in the process of learning and teaching that takes place in the classroom.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

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