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1 – 10 of over 85000
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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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

Keywords

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…

2163

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

Keywords

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…

2111

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

Keywords

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

3631

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

Open Access
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…

4934

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

Keywords

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…

5520

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

Keywords

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…

4016

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

Keywords

Book part
Publication date: 17 March 2022

Enakshi Sengupta and Patrick Blessinger

Higher education has recently experienced an advancement in teaching and learning methods. Academics are experimenting with innovative techniques in using e-learning due

Abstract

Higher education has recently experienced an advancement in teaching and learning methods. Academics are experimenting with innovative techniques in using e-learning due to the global pandemic which has given a new dimension to classroom teaching. Hybrid teaching is becoming the new norm for classroom teaching which includes both face-to-face and online modes. Smart gadgets and technology are being used to design classroom delivery, assessment, and evaluation of students. The use of innovative teaching and learning methods becomes crucial to motivate and teach a spirit of learning. The development in the information and communication technologies (ICTs) sector has led to knowledge-intensive, interdependent and internationalized societies exploring and experimenting with opportunities for the design and delivery of education. ICTs are opening up new horizons to facilitate the exchange of creativity and intercultural dialogue. This book volume highlights case studies and innovative teaching methods used by academics across the globe. It talks about how teaching staff should stimulate students’ active engagement in their own learning processes leading to transformative student learning. It discusses the in-class approach of implementing high-quality project-based learning activities that integrate learning in an authentic real-world manner. Chapters are dedicated to experiential learning which encourages critical thinking and creative problem-solving skills in students which is the essence of innovative teaching-learning methods. Academics are applying these methods to ensure that the student learning process is free flowing and stimulates students toward role-playing and mastering problem-based learning.

Details

Innovative Approaches in Pedagogy for Higher Education Classrooms
Type: Book
ISBN: 978-1-80043-256-7

Keywords

Article
Publication date: 21 November 2022

Farhana Alam, Happy Kumar Das and Shaikh Shamsul Arafin

Incorporating student voice to improve both academic and institutional performances is the contemporary innovative way to enhance and ensure quality in higher education…

Abstract

Purpose

Incorporating student voice to improve both academic and institutional performances is the contemporary innovative way to enhance and ensure quality in higher education. Higher education organizations are developing a culture and an encouraging environment for the students where they can express their opinions and be an integral part and partner of educational improvement process. The purpose of this paper is to explore students preferred learning and teaching methods for management education, to study current intended learning outcome and practiced teaching methods, to investigate prerequisites to implement students expected teaching methods in the college-level management education of National University.

Design/methodology/approach

Nature of the study is exploratory and descriptive as well. Primary data were collected using focus group discussions, surveys conducted using structured and closed-ended questions and in-depth, face-to-face interviews employed to collect data from academic staff.

Findings

The key findings include the need for bringing changes in teaching techniques at college-level management education. Furthermore, the study has explored challenging issues which can hinder changes in teaching techniques.

Practical implications

The study pointed to the need of including student voice to keep improving teaching techniques that can satisfy students' learning needs continuously.

Originality/value

The study adds the body of knowledge on incorporating student voice to improve the quality of higher education teaching techniques and in other services as well in Bangladesh.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 4 October 2022

Carolyn Caffrey, Hannah Lee, Tessa Withorn, Maggie Clarke, Amalia Castañeda, Kendra Macomber, Kimberly M. Jackson, Jillian Eslami, Aric Haas, Thomas Philo, Elizabeth Galoozis, Wendolyn Vermeer, Anthony Andora and Katie Paris Kohn

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated…

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

Design/methodology/approach

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

Findings

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

Details

Reference Services Review, vol. 50 no. 3/4
Type: Research Article
ISSN: 0090-7324

Keywords

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