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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 to the

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

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Book part
Publication date: 14 December 2023

Chris Schachtebeck and Thea Judith Tselepis

Entrepreneurship Education (EE) has received substantial attention, both in the popular press, as well as in academia, owing to the socio-economic impact it holds. However, while…

Abstract

Entrepreneurship Education (EE) has received substantial attention, both in the popular press, as well as in academia, owing to the socio-economic impact it holds. However, while the importance of entrepreneurship is universally acknowledged, specific higher-order outcomes EE aim to achieve have not received the same level of attention. This study aims to fill this void by analysing teaching and learning approaches to EE in Africa, as well as the competencies that these EE initiatives aim to build. The study makes use of a qualitative research approach in the form of a systematic review of EE studies conducted in Africa. The systematic review aimed to uncover which approaches and competencies EE initiatives apply. Results indicated that teaching and learning of EE in Africa are mainly focussed on learning for and about entrepreneurship, and to a lesser degree through entrepreneurship. The study therefore proposes the development of higher-order competencies in the form of envisioning and constructing. The study contributes in practice by proposing a shift in the approach to EE by building competencies in the areas of visionary thinking and market expansion, rather than gaining market share. The study also makes a theoretical contribution by critically reviewing teaching and learning approaches on EE and developed competencies, and expands the role that EE can play in market development and opportunity creation.

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Delivering Entrepreneurship Education in Africa
Type: Book
ISBN: 978-1-83753-326-8

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Book part
Publication date: 8 November 2010

Tai Peseta, Catherine Manathunga and Anna Jones

Formal programmes designed to develop university teaching and learning are often assumed to be spaces for interdisciplinary learning and exchange. Because such programmes bring…

Abstract

Formal programmes designed to develop university teaching and learning are often assumed to be spaces for interdisciplinary learning and exchange. Because such programmes bring together academics from a range of different disciplines to learn about university teaching and learning as an academic development activity, it would seem feasible to argue that these spaces for learning, and the learning which results from them, can be characterised as ‘interdisciplinary’. Academic development itself is often thought to be a project that fosters an interdisciplinary approach to teaching and learning. This chapter offers a narrative of the way academic development programmes support academics to adopt an interdisciplinary approach to their learning about university teaching and learning. We take graduate certificate programmes in university teaching and learning as the vehicle for our analysis. In doing so, the chapter makes three points. First, that academic development has the potential to be a ‘critical interdisciplinary space’. Second, that it is important for academics to see and experience the Graduate Certificate as an opportunity to develop interdisciplinary learning outcomes. The evidence at present reveals that interdisciplinary learning outcomes for academics feature more as an absent-presence rather than as a conscious decision about curriculum design. Third, the curriculum of graduate certificate programmes needs to have a coherent and theorised account of interdisciplinary teaching and learning embedded in the philosophy and approach of the course.

Details

Interdisciplinary Higher Education: Perspectives and Practicalities
Type: Book
ISBN: 978-0-85724-371-3

Book part
Publication date: 5 December 2014

Wendy L. Kraglund-Gauthier

In this self-study, a pre-service teacher educator and her students in a pre-service teacher education program course elective – “21st Century Teaching and Learning with…

Abstract

In this self-study, a pre-service teacher educator and her students in a pre-service teacher education program course elective – “21st Century Teaching and Learning with Technology” – explored and reflected upon the complexities of imbedding inquiry-based learning as both a method of teaching and for learning about integrating technology into teaching practice. They discovered that inquiry activities incorporating application, synthesis, and critical analysis functioned as effective learning vehicles through which individuals can explore their own orientations and understandings. An authentic task for learning in which students were tasked with taking on responsibility for a cross-disciplinary, multi-grade professional development workshop for classmates proved to be the cornerstone upon which students gained self-efficacy in terms of beliefs in personal abilities to integrate technology, refined pedagogical perspectives, and theorized ways to enhance and nurture inquiry-based teaching and learning environments in 21st century classrooms that infuse technology. Their development was due, in part, to how their instructor presented learning content and modeled practice that was shaped by philosophies of teaching and learning.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

Book part
Publication date: 22 August 2022

Byron A. Brown

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global…

Abstract

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

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The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

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Book part
Publication date: 30 November 2018

Muqiang Zheng, Chien-Chi Chu and Yenchun Jim Wu

With the continuous development and penetration of the Internet, there have been vast amounts of changes to the traditional method of classroom teaching. The massive open online…

Abstract

With the continuous development and penetration of the Internet, there have been vast amounts of changes to the traditional method of classroom teaching. The massive open online course (MOOC) shows a significant combination of network information technology and educational resources. However, in order to make up for the disadvantages which occur when making transition from classroom to online learning such as ‘large-scale’ and ‘no feedback’, the Online-to-Offline (O2O) mode was created and developed. Using the course of ‘microeconomics’ taught by Chinese university professors as a reference, this chapter aims at explaining the course design and innovation which is a modification of the outcomes-based education (OBE) theory, the introduction of O2O teaching reform and application. The process is carried out by firstly setting the expected learning goal of this course on the basis of the OBE educational goal of the university, college and the major; secondly, designing this course with ‘online 311 class’ and ‘offline 271 course’; thirdly, implementing the O2O teaching model; and lastly, evaluating the teaching result in order to provide some enlightenment for the tryout of ‘MOOC+O2O’ and OBE theory under the Internet background.

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The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence
Type: Book
ISBN: 978-1-78756-555-5

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Book part
Publication date: 22 August 2022

Byron A. Brown

Emergency remote teaching is not the same as a systematic, carefully thought out, and designed online learning system. Emergency remote teaching is best perceived as merely a…

Abstract

Emergency remote teaching is not the same as a systematic, carefully thought out, and designed online learning system. Emergency remote teaching is best perceived as merely a first step towards migrating into a fully fledged, and carefully designed, virtual or online mode of study. Notwithstanding, this chapter provides a theoretical explanation that justifies the relevance and importance of emergency remote teaching in higher education practice, in light of the global COVID-19 pandemic and related discontinuities. It asserts that emergency related teaching is justified by the urgent need to maintain continuity of teaching and learning and to avoid knowledge and skills decay. A systematic approach to evaluate the effectiveness of emergency remote teaching involves measuring variables across four dimensions; that is, context, input, process, and outcomes. Weighting these dimensions is necessary to ensure that context, input, and process are prioritised above outcomes because the essence of the teaching model, when implemented, is to get it in place swiftly in order for teaching and learning to continue. The effectiveness of emergency remote teaching is best assessed on the basis of its speedy set-up and implementation to maintain continuity of teaching, not on student outcomes. The chapter investigated the approach that a sample of colleges and universities have followed to evaluate their model of emergency remote teaching and contrast it with theory. The approach found in practice was not aligned to best practice. Based on the evidence, the chapter proposes an evaluation framework that institutions can adopt specifically for evaluating emergency remote teaching practice.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

Keywords

Book part
Publication date: 16 August 2016

Alia Sheety, Elizabeth Moy, Judith Parsons, David Dunbar, Kathleen C. Doutt, Elizabeth Faunce and Leslie Myers

In an environment of constrained resources and related quality assurance efforts, a growing number of American institutions are tapping collaborative relationships to develop…

Abstract

In an environment of constrained resources and related quality assurance efforts, a growing number of American institutions are tapping collaborative relationships to develop creative ways to advance institutional outcomes. The Southeastern Pennsylvania Consortium for Higher Education (SEPCHE), a non-profit organization incorporated in 1993, is a collaborative of eight private colleges and universities located in the Greater Philadelphia region. SEPCHE’s institutions are small to mid-sized colleges and universities, and like other institutions of higher education, they are increasingly challenged by several environmental factors including diminished growth in enrollment; reduced family financial capacity; limitations in availability and types of funding; and greater demand for accountability.

This chapter highlights the challenges faced by faculty to ensure that students are learning at the highest levels while balancing teaching, research and institutional responsibilities, and the role that collaborative professional development can play in helping faculty attend to these challenges. Several examples illustrate how faculty-led professional development efforts have expanded professional and research capacity efforts across institutions.

The chapter includes faculty perspectives on what has helped and hindered adoption of these efforts within and across institutions. It assesses institutional conditions and supports for sustained collaborations. These efforts are part of an initiative examining faculty work and student learning in the 21st century funded by the Teagle Foundation.

Details

University Partnerships for Academic Programs and Professional Development
Type: Book
ISBN: 978-1-78635-299-6

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Book part
Publication date: 25 July 2014

Nicola Carr and Kym Fraser

International figures on university expenditure on the development of next generation learning spaces (NGLS) are not readily available but anecdote suggests that simply…

Abstract

International figures on university expenditure on the development of next generation learning spaces (NGLS) are not readily available but anecdote suggests that simply retrofitting an existing classroom as an NGLS conservatively costs $AUD200,000, while developing new buildings often cost in the region of 100 million dollars and over the last five years, many universities in Australia, Europe and North America have developed new buildings. Despite this considerable investment, it appears that the full potential of these spaces is not being realised.

While researchers argue that a more student centred learning approach to teaching has inspired the design of next generation learning spaces (Tom, Voss, & Scheetz, 2008) and that changed spaces change practice (Joint Information Systems Committee, 2009) when ‘confronted’ with a next generation learning spaces for the first time, anecdotes suggest that many academics resort to teaching as they have always taught and as they were taught. This chapter highlights factors that influence teaching practices, showing that they are to be found in the external, organisational and personal domains.

We argue that in order to fully realise significant improvements in student outcomes through the sector’s investment in next generation learning spaces, universities need to provide holistic and systematic support across three domains – the external, the organisational and the personal domains, by changing policies, systems, procedures and localised practices to better facilitate changes in teaching practices that maximise the potential of next generation learning spaces.

Details

The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

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Book part
Publication date: 1 December 2014

John Loughran

This chapter explores the notion of teacher identity and how teacher education might help to create a strong and clear vision for what it means to be a professional teacher…

Abstract

This chapter explores the notion of teacher identity and how teacher education might help to create a strong and clear vision for what it means to be a professional teacher. Within the organizational features and structures of teacher education, the pedagogy that students of teaching experience is crucial in shaping their understanding of their sense of identity. Teacher education needs to acknowledge and respond to the needs, issues, and concerns students of teaching have and create expectations that push beyond the personal and strive for the professional. This chapter suggests that in recognizing the importance of pedagogical reasoning and understanding learning about teaching through an inquiry stance, that students of teaching might begin to not only recognize the importance of knowledge of practice but also begin to see how to create knowledge from practice. A vision for their professional identity is then borne of a need to see value in “noticing” through practice in order to become more informed about teaching and learning. In doing so, the importance of pedagogy as a relationship between teaching and learning and the teacher’s role in mediating that relationship can support the development of an identity as a professional teacher.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

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