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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…

5172

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 2006

Anne Morris

To review the provision of research methods teaching across UK institutions teaching accredited information and/or library science postgraduate programmes.

2697

Abstract

Purpose

To review the provision of research methods teaching across UK institutions teaching accredited information and/or library science postgraduate programmes.

Design/methodology/approach

Content analysis of institutional web sites was undertaken followed by telephone interviews with research method tutors. Information was obtained on what, how and when research methods are taught, the type of coursework expected, the usage of virtual learning environments and discussion boards, the key texts, electronic sources, other teaching materials recommended to students and the emphasis placed on quantitative versus qualitative methods.

Findings

All institutions in the UK teach research methods on LIS‐accredited programmes. Research methods modules have different weighting, are taught in various formats, short and fat, long and thin, and cover a variety of topics. Some tutors place more emphasis on qualitative techniques than qualitative methods, while for others it is the other way around. Most stress the practical side of doing research. The use of virtual learning environments and discussion boards feature prominently in some institutions for the teaching of research methods.

Research implications

This research will provide impetus for some institutions to modify their research methods teaching provision.

Originality/value

The sharing of knowledge and innovative teaching practices for research methods.

Details

New Library World, vol. 107 no. 3/4
Type: Research Article
ISSN: 0307-4803

Keywords

Article
Publication date: 1 March 2006

Kavous Ardalan

To see how educational philosophies that underlie lecture and case methods of teaching are related to how faculty perform their teaching, research, and service.

1095

Abstract

Purpose

To see how educational philosophies that underlie lecture and case methods of teaching are related to how faculty perform their teaching, research, and service.

Design/methodology/approach

This paper is based on the premise that foundational philosophies, worldviews or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.

Findings

The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how faculty perform their teaching, research, and service.

Research limitations/implications

This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.

Practical implications

This paper implies that, in practice, faculty would perform their teaching, research, and service in a more consistent manner if they become consciously aware of the underlying philosophy of their teaching method.

Originality/value

The original contribution of this paper is that it shows how in a systematic manner the differences in teaching philosophy lead to differences in what faculty do in all areas of their activities: teaching, research, and service.

Details

International Journal of Social Economics, vol. 33 no. 3
Type: Research Article
ISSN: 0306-8293

Keywords

Article
Publication date: 1 November 2010

Robert W. Maloy and Irene LaRoche

Using student-centered teaching methods presents a great challenge to many new middle and high school history teachers. Having experienced mostly teacher-centered…

Abstract

Using student-centered teaching methods presents a great challenge to many new middle and high school history teachers. Having experienced mostly teacher-centered instructional approaches (such as lectures and teacher-led discussions) in secondary school and college classes, they begin student teaching with few models for how to teach using less traditional forms of instruction. This paper discusses “Ideas, Issues, and Insights,” a strategy for prospective history teachers, as they explore the use of student-centered teaching methods with middle and high school students. It analyzes written reflection papers where history teacher candidates identify their ideas for three student-centered instructional methods — small group work, primary source analysis, and historical role-plays and simulations — as well as issues that arise when these student-centered methods are implemented in the classroom. As history teacher candidates respond to their ideas and issues, they generate insights about how they can best use student-centered teaching methods in their future classrooms. The first-person perspectives of history teacher candidates are highlighted to show how college students in one university-based teacher preparation program think about their student teaching experiences and their choice of instructional methods to use with students.

Details

Social Studies Research and Practice, vol. 5 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 13 March 2017

Rekai Zenda

The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make…

Abstract

Purpose

The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods.

Design/methodology/approach

A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data.

Findings

A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies.

Research limitations/implications

The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement.

Practical implications

The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning.

Social implications

The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments.

Originality/value

The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

Details

Information and Learning Science, vol. 118 no. 3/4
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 4 February 2020

Guilherme Luz Tortorella, Rogério Miorando, Diego Fettermann and Diego Tlapa Mendoza

This article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students'…

Abstract

Purpose

This article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.

Design/methodology/approach

Data were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.

Findings

Results indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.

Originality/value

Although teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

Details

Education + Training, vol. 62 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 7 February 2022

Ana Paula Lista, Guilherme Luz Tortorella, Marina Bouzon, Matthias Thürer and Daniel Jurburg

This study aims to investigate the impact of traditional teaching and active learning methods in lean management (LM) on the development of both soft and hard skills.

Abstract

Purpose

This study aims to investigate the impact of traditional teaching and active learning methods in lean management (LM) on the development of both soft and hard skills.

Design/methodology/approach

Through a longitudinal study, team members from two different organisations (the administrative sector of a public higher education institution and a public teaching hospital), each adopting different teaching methods to support their LM trainings, were systematically examined at four moments during an 18-month period. How teaching methods impacted team members’ development and knowledge was then assessed using multivariate data analysis techniques.

Findings

Results indicated that LM trainings can provide significant impacts when a combination of traditional teaching methods and active learning is adopted. Traditional teaching methods can be a good choice for learning hard skills depending on resources’ availability. However, it is recommended to include active learning methods to assist in the comprehension of more complex and abstract LM concepts (soft skills).

Originality/value

Although there exists a large number of publications on the relationship between LM implementation and teaching methods, the number of studies that consider the development of both hard and soft skills is rather limited. This study complements the existing literature on LM by identifying which teaching methods can support the development of hard skills and which the development of soft skills. Such identification facilitates the work of both scholars wishing either to begin or to dig deeper into this sphere and practitioners pursuing the best outcomes from LM.

Details

International Journal of Lean Six Sigma, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-4166

Keywords

Open Access
Article
Publication date: 5 April 2021

Bình Nghiêm-Phú and Thành Hưng Nguyễn

The purpose of this study is to examine the adoption of the active learning and teaching methods by university lecturers, taking into account the contribution of certain…

Abstract

Purpose

The purpose of this study is to examine the adoption of the active learning and teaching methods by university lecturers, taking into account the contribution of certain important factors, including trust, empowerment, thinking styles and emotional intelligence. In addition, this study further reveals the diverse nature of university lecturers with regards to their tendencies to adopt active teaching methods using the segmentation technique of marketing.

Design/methodology/approach

A structured survey was implemented with university lecturers in Hanoi (Vietnam), obtaining a sample of 218 respondents from six universities. Descriptive analysis was carried out to identify the extent of the adoption of these methods. In addition, cluster analysis and analysis of variance were computed to extract and define the segments of university lecturers.

Findings

The findings show that the lecturers, on average, had a tendency to apply active teaching methods. However, the extent of the application of these methods differed among four clusters: “conservatives,” “liberals,” “junior conservatives” and “junior liberals.” In addition, it was found that the degree to which active methods were applied may have been affected by the lecturers' trust in and their empowerment of the students. The application of active methods may also have been influenced by various covert characteristics of the lecturers, including thinking styles (cognition-based) and emotional intelligence (affect-based). The lecturers' overt characteristics, such as age, education and experience, may also have affected their application of active methods, while biological sex seems not to have been a significant factor.

Originality/value

The results of this study expand the literature by explaining the diversity of university lecturers from the perspective of the active teaching and learning methods. They also provide implications for the management of education reform based on the varied implementation of the said methods that has already taken place.

Details

Journal of Asian Business and Economic Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2515-964X

Keywords

Article
Publication date: 9 November 2012

Niall Piercy, Alistair Brandon‐Jones, Emma Brandon‐Jones and Colin Campbell

This paper aims to examine the preferences of students towards different teaching methods and the perceived effectiveness of experiential teaching methods in different…

1826

Abstract

Purpose

This paper aims to examine the preferences of students towards different teaching methods and the perceived effectiveness of experiential teaching methods in different operations management (OM) modules.

Design/methodology/approach

Student perceptions of different teaching methods and various aspects of an experiential teaching method, in the form of a business simulation game, are examined using survey data from 274 respondents in four small post‐experience and two large pre‐experience OM modules.

Findings

The paper's analysis suggests that traditional and experiential teaching methods are both popular with OM students, whilst independent teaching methods are less well liked. Analysis also shows that students on both kinds of OM modules perceive most aspects of the experiential teaching method used in this study (The Operations Game) very positively.

Research limitations/implications

This research study was confined to a particular type of experiential teaching method – a business simulation game. There is a need for further research to investigate the perceived effectiveness of other experiential teaching methods, such as role‐plays and live cases. Furthermore, the paper does not examine the use of experiential teaching methods that do not require the physical presence of students.

Practical implications

For OM educators, the paper clarifies how they might incorporate experiential teaching methods in different class settings. Whilst experiential teaching methods are typically used for small post‐experience modules, these data indicate that the method can also be used on larger pre‐experience modules with great success. The paper also notes a number of challenges involved in using experiential teaching methods on both kinds of module.

Originality/value

This is the first known study to directly examine the perceived effectiveness of an experiential teaching method in both small post‐experience and larger pre‐experience OM modules.

Details

International Journal of Operations & Production Management, vol. 32 no. 12
Type: Research Article
ISSN: 0144-3577

Keywords

Article
Publication date: 1 June 2006

Inés Küster and Natalia Vila

To compare marketing education methods in Europe and North America, and analyse the opinions about effectiveness underpinning educators' choices among available options.

1404

Abstract

Purpose

To compare marketing education methods in Europe and North America, and analyse the opinions about effectiveness underpinning educators' choices among available options.

Design/methodology/approach

E‐mail questionnaires distributed to a sampling frame extracted from the worldwide directory of the Academy of Marketing Science were completed by 93 marketing academics in North America and 42 in Europe: a 26 per cent overall return rate. Data were analysed by χ2, ANOVA and correspondence analysis.

Findings

Three teaching‐and‐learning methods are most common in both environments: practical exercises, case studies and lectures. Europeans tend to rely on lectures and other traditional methods, while Americans make more use of technology‐based alternatives. The approach to the subject in Europe favours practical exercises, for their connection to the real world. Practice in North America reflects a cultural predisposition to personalised teaching, by emphasising face‐to‐face small‐group tutorials and one‐to‐one distance learning interaction. Teaching methods popular in the business world are little used across the sample, a somewhat paradoxical finding in a business‐school environment.

Research limitations/implications

The sample is comparatively small, and the European sub‐sample is not further broken down into cultural sub‐groups. Because the research instrument was adapted from one previous Spanish‐language survey, terminology may have influenced the responses.

Practical implications

The findings could be a useful input to planning of teaching and learning strategies, particularly in the international and distance‐learning contexts.

Originality/value

A rare comparative study of marketing education, suggesting fruitful directions for future research.

Details

Marketing Intelligence & Planning, vol. 24 no. 4
Type: Research Article
ISSN: 0263-4503

Keywords

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