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Book part
Publication date: 28 September 2011

Donguk Cheong, Youngkyun Baek and Hoe Kyeung Kim

This chapter describes pre-service teachers' teaching practices of didactic methods based on cognitive apprenticeship. The purpose of this chapter is to demonstrate…

Abstract

This chapter describes pre-service teachers' teaching practices of didactic methods based on cognitive apprenticeship. The purpose of this chapter is to demonstrate potential of Second Life® as a space for teaching practices of pre-service teachers. The participants were 160 college students who were completing a practicum at Korea National University of Education. These students enrolled in four sections of teaching methods and educational technology, which was one of the requirements for their teaching certificate. The students were placed in groups of three to five students according to their majors. In Second Life, they practiced their teaching and participated in the evaluation of other groups' teaching. They discussed Second Life's potential, such as a space for expanding their teaching experiences and explored possibilities for using it as an environment for teaching practices. The authors believe that readers will find that Second Life can offer a valuable environment to promote pre-teachers' understanding of teaching techniques.

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Transforming Virtual World Learning
Type: Book
ISBN: 978-1-78052-053-7

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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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709

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.

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On the Horizon, vol. 15 no. 4
Type: Research Article
ISSN: 1074-8121

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Article
Publication date: 1 April 1989

Shao Shien Lin

The methods of Wiener's cybernetics are applied to analyse the fundamental properties of the teaching process, it is suggested that a mathematical model be formulated for…

Abstract

The methods of Wiener's cybernetics are applied to analyse the fundamental properties of the teaching process, it is suggested that a mathematical model be formulated for the process. Accordingly a macroscopic law of the teaching process is obtained and discussed.

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Kybernetes, vol. 18 no. 4
Type: Research Article
ISSN: 0368-492X

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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…

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4959

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.

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Education + Training, vol. 39 no. 9
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 October 2004

Lynne Leveson

Studies have highlighted the influence of how students perceive their learning environment in shaping their attitudes to learning, their approach to learning and…

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1508

Abstract

Studies have highlighted the influence of how students perceive their learning environment in shaping their attitudes to learning, their approach to learning and ultimately with the quality of their learning outcomes. Although far less extensively researched, it appears that how academics perceive their teaching environment influences both what and how they teach. The nature and effect of these perceptions has important implications for the recruitment and retention of key personnel and for the quality of teaching, learning and campus work life in general. This paper reports the results of a study that investigates the perceptions of a group of Australian and New Zealand academics of their work environment. The aim of the study is to identify those factors perceived as negatively affecting teaching, the key themes underlying these factors and the relationships between perceptions and choice of teaching approach. The results and their implications for the quality of university teaching are discussed.

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International Journal of Educational Management, vol. 18 no. 6
Type: Research Article
ISSN: 0951-354X

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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…

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2077

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.

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Asian Review of Accounting, vol. 18 no. 2
Type: Research Article
ISSN: 1321-7348

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Article
Publication date: 1 September 1997

J. Howard Finch, Marilyn M. Helms and Lawrence P. Ettkin

Schools of business administration have experienced a return to the importance of teaching effectiveness as external competitors are vying for declining student…

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1784

Abstract

Schools of business administration have experienced a return to the importance of teaching effectiveness as external competitors are vying for declining student populations. To better assess teaching skills and offer suggestions for improvement areas, outlines the role of the key groups involved in assessment of faculty teaching and proposes an integrated development model for implementation.

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Quality Assurance in Education, vol. 5 no. 3
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 21 March 2008

Tine Nielsen

The purpose of this paper is to present, try out, and evaluate a strategy for implementation of learning and teaching styles at the teacher level.

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3803

Abstract

Purpose

The purpose of this paper is to present, try out, and evaluate a strategy for implementation of learning and teaching styles at the teacher level.

Design/methodology/approach

The study takes a qualitative approach to evaluating the short‐term and long‐term effects of a workshop on teaching and learning styles with regard to changing teachers' implicit beliefs and teaching practice.

Findings

Fourteen months after a two‐day workshop on learning and teaching styles, teachers' implicit beliefs about learning and teaching remain explicit and their teaching practice has changed towards a higher degree of differentiation as a result of the workshop.

Practical implications

The paper demonstrates that it is possible to change experienced teachers' teaching practice to a higher degree of differentiation with a two‐day workshop.

Originality/value

The paper provides knowledge on how to change in‐service teachers' implicit beliefs and how to affect their teaching practice to making use of of learning and teaching styles in their teaching practice.

Details

Education + Training, vol. 50 no. 2
Type: Research Article
ISSN: 0040-0912

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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…

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3784

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.

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Quality Assurance in Education, vol. 6 no. 1
Type: Research Article
ISSN: 0968-4883

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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…

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2081

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

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