Search results
1 – 10 of over 88000Focuses 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…
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.
To review the provision of research methods teaching across UK institutions teaching accredited information and/or library science postgraduate programmes.
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
Keywords
To see how educational philosophies that underlie lecture and case methods of teaching are related to how faculty perform their teaching, research, and service.
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
Keywords
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 instructional…
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
Keywords
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…
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
Keywords
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' learning…
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
Keywords
Qixing Yang, Quan Chen, Jingan Wang and Ruiqiu Ou
This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to…
Abstract
Purpose
This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.
Design/methodology/approach
From September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.
Findings
The results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.
Research limitations/implications
Compared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.
Practical implications
Based on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.
Social implications
The research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.
Originality/value
This study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.
Details
Keywords
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 operations…
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
Keywords
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
Keywords
To compare marketing education methods in Europe and North America, and analyse the opinions about effectiveness underpinning educators' choices among available options.
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