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Open Access
Article
Publication date: 22 November 2023

Sophia Magaretha Brink

The objective of the study was to explore which COVID-19 teaching and learning methods, that enhanced accounting students' learning experience, should be applied at a residential…

Abstract

Purpose

The objective of the study was to explore which COVID-19 teaching and learning methods, that enhanced accounting students' learning experience, should be applied at a residential university after the pandemic.

Design/methodology/approach

A qualitative exploratory approach within an interpretive paradigm was applied. A total of 15 semi-structured interviews were conducted with accounting students and the data were analysed using thematic analysis.

Findings

This study shows how pre-COVID-19 accounting education can be adapted by learning from the teaching and learning experiences gained during the pandemic and that there are various teaching and learning methods that can be applied in the post-COVID-19 period to enhance students' learning experience. These blended active teaching and learning methods include: the flipped classroom, discussion forum, electronic platform (to ask questions during class), key-concept videos and summary videos. Introducing these teaching and learning methods comes with challenges and the study provides recommendations on how to overcome foreseen obstacles. The contribution of the research is that it informs accounting lecturers' decision-making regarding which teaching and learning methods to apply in the aftermath of COVID-19 to enhance students' learning experience.

Originality/value

It is uncertain which teaching and learning methods employed during the COVID-19 pandemic should be applied at a residential university to enhance the teaching and learning experience after the pandemic. Accounting lecturers might return to their pre-COVID-19 modus operandi, and the valuable experience gained during the pandemic will have served no purpose.

Details

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

Keywords

Abstract

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 9 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 15 February 2022

Katharina Resch, Andrea Hoyer-Neuhold and Ilse Schrittesser

This study aims to examine how lecturers in European higher education institutions perceive the service-learning approach as a teaching concept and feel prepared for its…

Abstract

Purpose

This study aims to examine how lecturers in European higher education institutions perceive the service-learning approach as a teaching concept and feel prepared for its implementation after a short-term training. Service-learning connects theory and practice by allowing students to participate in a service that meets community needs, reflect on this experience and gain an enhanced sense of civic engagement.

Design/methodology/approach

The evaluation study drew on data from four focus group discussions with n = 21 lecturers from five European countries following a Winter School on service-learning in 2020. The qualitative data were analyzed using reflexive thematic analysis.

Findings

The findings indicate four themes of preparedness: (1) overall conceptions of service-learning, (2) continuum of preparedness for service-learning, (3) influential factors for preparedness and (d) transfer to home universities. The participants viewed themselves as multipliers for service-learning in their home universities; however, they were skeptical about being able to fully implement the service-learning approach after only one training and without a community of practice with lecturers with similar experiences in their home universities.

Originality/value

This study complements previous studies by adding a cross-national perspective of higher education lecturers. It underlines the importance of continuing training in didactics of university lecturers and a support network for the implementation of complex teaching concepts in higher education.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 10 July 2020

Lorelli Nowell, Audrey Laventure, Anu Räisänen, Nicholas Strzalkowski and Natasha Kenny

This study aims to explore postdoctoral scholars’ experiences and perceptions of a teaching certificate program and identify how they use the knowledge and skills developed…

1929

Abstract

Purpose

This study aims to explore postdoctoral scholars’ experiences and perceptions of a teaching certificate program and identify how they use the knowledge and skills developed through the certificate program to improve their teaching practices.

Design/methodology/approach

In this case study, the authors explored postdoctoral scholars’ experiences and perceptions of a teaching certificate using a multiple methods and data sources including documents, course evaluations, interviews and surveys.

Findings

The teaching certificate program helped postdocs learn the language and theory of teaching and learning in post-secondary education; practice specific strategies and develop confidence in how to teach; network with colleagues about teaching and learning; develop a reflective teaching practice; and contribute to the scholarship of teaching and learning.

Practical implications

The findings from this study will inform efforts to develop new or refine existing approaches to promote teaching and learning professional development opportunities for postdoctoral scholars.

Originality/value

This paper fulfills an identified need to study teaching and learning development for postdoctoral scholars.

Details

Studies in Graduate and Postdoctoral Education, vol. 11 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 19 April 2022

Nitin Bhaurao Raut and Gweneth Gorman

The interruption of on-campus teaching and learning, due to the COVID-19 pandemic, forced universities around the globe to rethink their pedagogical models and adopt innovative…

Abstract

Purpose

The interruption of on-campus teaching and learning, due to the COVID-19 pandemic, forced universities around the globe to rethink their pedagogical models and adopt innovative strategies and approaches that enabled continuity of learning. Engineering schools and faculties were faced with the challenge of how to continue to engage students with the practical component of coursework, especially in terms of lab work and experimentation, which are mandatory requirements for degree awards.

Design/methodology/approach

This study documents how the Faculty of Engineering in a university in Oman engaged students with the practical component of their course during the pandemic by launching the remote DoIt@Home Lab. The DoIt@Home Lab approach included the design and development of video recorded labs, virtual labs, simulation exercises and DoIt@Home experiments which were provided to students as teaching tools and guides to conducting home experiments remotely.

Findings

This study presents the DoIt@Home Lab approach introduced to Year 2 Chemistry for engineering students. Students' grades improved by 11% over the previous year when the course was delivered face-to-face. Failure rates dropped by 8% while the number of students earning a 3.25 grade point average (GPA) or higher increased by 18%.

Originality/value

The DoIt@Home Lab for engineering courses could enhance students' learning experience and create an effective remote learning environment. While the DoIt@Home Lab was created to supplement on-campus activity in the event of a temporary disruption, it can also be used to supplement regular face-to-face program delivery.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 18 no. 2
Type: Research Article
ISSN: 2077-5504

Keywords

Open Access
Article
Publication date: 27 October 2021

Janaha Selvaras

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and

Abstract

Purpose

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.

Design/methodology/approach

A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.

Findings

According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.

Originality/value

Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.

Details

Asian Association of Open Universities Journal, vol. 16 no. 2
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 1 December 2005

Brian Hinton

The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning

Abstract

The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning emphasizing conceptual growth, conceptual change and the conditions that support conceptual change. Practice, however, remains anchored in behaviorist theory and rote methods of learning. “Serious constructivist approaches usually set out to reorganize traditional teaching by including changes of aims, setup of content structures, media, and teaching/learning strategies” (Treagust et al, 1996, p7). Maher and Alston (1990) discuss constructivist reform efforts and the implications for classroom teaching focusing on three issues that arise repeatedly: how to learn to listen to students’ thinking; how to organize classroom activities to support “listening and questioning”; and how to implement forms of assessment that document students’ questions.

This paper describes some constructivist teaching methodology and practices, and highlights their effectiveness as an aid to teaching and understanding in the classroom.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 2 no. 2
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 8 March 2024

Sanna-Mari Renfors

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key…

Abstract

Purpose

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

Design/methodology/approach

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

Findings

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

Originality/value

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 8 September 2022

Mairead Holden

This paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning

1314

Abstract

Purpose

This paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning.

Design/methodology/approach

Two parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning.

Findings

Findings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches.

Originality/value

The study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context.

Details

International Journal for Lesson & Learning Studies, vol. 12 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 16 January 2024

Candida Brush, Birgitte Wraae and Shahrokh Nikou

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from…

Abstract

Purpose

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Design/methodology/approach

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

Findings

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

Originality/value

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

Details

Education + Training, vol. 66 no. 10
Type: Research Article
ISSN: 0040-0912

Keywords

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