Teaching Methods In Higher Education Research Articles

Willingness to Comply with Corporate Law: An Interdisciplinary Teaching Method in Higher Education

Using an innovation training project, an interdisciplinary cross-sectional teaching strategy was developed to enhance students’ willingness to comply with the law. Thirty-five business, finance and accounting teachers examined the effects of ethical education on 484 university students’ willingness to comply with corporate law. Ethical education was based on building students’ ethical decisions on three court judgments in the new Spanish Corporate Governance Code. The ethical training was carried out by developing and applying social justice counter arguments. This perspective allowed students to imagine what decisions other person could have taken if they had managed the company ethically. The results suggest that ethics education in higher education can improve the willingness to comply the law. This methodology can be applied to interdisciplinary departments teaching ethics in business, finance and accounting.

Construction of Real-time Interactive Mode-based Online Course Live Broadcast Teaching Platform for Physical Training

As a new teaching mode, online courses have become one of the most important teaching methods in higher education. At present, there are still some shortcomings in online course live broadcast teaching platform including insufficient hardware support, low flexibility and weak interactivity. Meanwhile, during the entire online course teaching process, teachers do not know the overall learning effect of students in real time to determine the next teaching plan. This study presented a real-time interactive technology to enhance the interactive of the entire online course broadcast teaching platform. At the same time, it combined a monitoring method for online course terminals, servers and learning process to demonstrate students’ learning effect in the whole online course learning process, and finally built the online course broadcast teaching platform. The practice test in teaching shows that the online course broadcast teaching platform can improve the teaching effect among students, which is of great significance for the improvement of teaching quality.

ДЕЛОВАЯ ИГРА КАК СРЕДСТВО АКТИВИЗАЦИИ ПОЗНАВАТЕЛЬНОЙ АКТИВНОСТИ И СПОСОБ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ СТУДЕНТОВ

Today interactive methods are increasingly used along with traditional teaching methods in higher education. The use of interactive technologies contributes to the active involvement of students in the learning process, promotes the awakening of their cognitive and creative initiative, forms their teamwork skills, ensures the formation of critical thinking, analysis and self-analysis skills, and promotes the development of students' communicative competencies, including those related to future professional activities. Practical exercises in the format of business or role playing games contribute to the effective solution of these tasks. The game is a special kind of interaction, during which a certain fragment of real life is simulated, with the subsequent freedom of activity for the participants of the game. Creating and running a role-playing game is a complex process that requires a preparatory stage, including the writing of a game scenario, a clear distribution of roles between participants, the actual running of the game itself and the stage of reflection, analysis of the achieved results, and the mutual and self-evaluation of the players' activities. The authors share their experience of a business game in form of a job interview on the subjects on "Ethics in business communication", on "Business Russian language", and "Russian language and culture of speech." The article describes the technology for preparing and running a business game, and gives detailed recommendations on how to use it. Thus, the authors of the article with their own pedagogical experience confirm the fact that the business game is a demanded method of interactive learning, which allows activating cognitive activity of students, and contributes to the formation of business communication skills and the personality of a future specialist.

Seminar Teaching in Chinese Higher Education: A Bibliometrics and Content Analysis

Seminar has become an attracting teaching method in higher education in past few decades. To give a comprehensive picture of seminar in Chinese higher education, the bibliometrics and content analysis were employed to analyze the relevant articles indexed by the Chinese Social Science Citation Index between 2000 and 2016. The distribution characteristics of literature quantity, published journals and research institutions were revealed in bibliometrics analysis. The law of change on research field, research type and research topics were described in content analysis. This study provides some reference for related research and also suggests directions for further work.

An analysis of using flipped learning in Higher Education: ‘How flipping difficult can it be?’

This paper aims to provide a discussion of how to implement flipped learning as a teaching method in Higher Education. A study of using flipped learning was carried out within the context of a module on the undergraduate law degree programme at the University of Sheffield. Prior to this study, flipped learning had not been attempted on any undergraduate law module at the University. Students undertaking the module were asked to complete a survey, and quantitative comments were collated. These results will be presented and analysed in this paper. This paper also draws on academic literature to compare perspectives of incorporating this method of teaching into the HE curriculum. This paper summarises the reasons for carrying out the study, together with the key findings from this study. The key conclusions of the paper focus primarily on the benefits of incorporating flipped learning into teaching – with the central benefits being deeper learning for students, and increased engagement in the subject matter. The paper also comments on some of the challenges of this teaching method – the central challenges being the need for consistency and clear signposting, together with a large investment of time by staff in implementing such a teaching method.

Development of Information Commons in University Libraries of Pakistan: The Current Scenario

Rapid advancement of information technology, evolving student needs and change in higher education's teaching methods have greatly affected academic libraries. These challenges have caused the academic libraries to reshape their services, resources and physical spaces by adopting a new service delivery model referred to as Information Commons. This study analyzes the current condition of Information Commons in the libraries of different universities in Pakistan. It also explores the motives of these commons, identifies the problems encountered by Pakistani library professionals in the adoption of this service model and assesses their level of awareness about the concept. 117 university central libraries were invited through e-mails to participate in an online survey. There were 97 libraries who actively participated with a ratio of 82.90%. Findings indicate that Information Commons with advanced information and communication technology equipment and other allied facilities, services, staff are few in number. It also reveals that Information Commons in Pakistan are in the process of development as, in spite of limited finances, libraries have started to add technology equipment in their resources. Moreover, many library professionals also plan to set up Information Commons in the near future.

Evaluation of receptivity of the medical students in a lecture of a large group

Background: Lecturing is widely used teaching method in higher education. Instructors of large classes may have only option to deliver lecture to convey informations to large group students.Aims and Objectives: The present study was to evaluate the effectiveness/receptivity of interactive lecturing in a large group of MBBS second year students. Material and Methods: The present study was conducted in the well-equipped lecture theater of Dhanalakshmi Srinivasan Medical College and Hospital (DSMCH), Tamil Nadu. A fully prepared interactive lecture on the specific topic was delivered by using power point presentation for second year MBBS students. Before start to deliver the lecture, instructor distributed multiple choice 10 questionnaires to attempt within 10 minutes. After 30 minutes of delivering lecture, again instructor distributed same 10 sets of multiple choice questionnaires to attempt in 10 minutes. The topic was never disclosed to the students before to deliver the lecture. Statistics: We analyzed the pre-lecture & post-lecture questions of each student by applying the paired ttest formula by using www.openepi.com version 3.01 online/offline software and by using Microsoft Excel Sheet Windows 2010. Results: The 31 male, 80 female including 111 students of average age 18.58 years baseline (prelecture) receptivity mean % was 30.99 ± 14.64) and post-lecture receptivity mean % was increased upto 53.51± 19.52). The only 12 students out of 111 post-lecture receptivity values was less (mean % 25.8± 10.84) than the baseline (mean % 45± 9.05) receptive value and this reduction of receptivity was more towards negative side. Conclusion: In interactive lecture session with power point presentation students/learners can learn, even in large-class environments, but it should be active-learner centered.

The challenges and opportunities of teaching sport and exercise psychology at a distance

Distance learning continues to increase in popularity as a teaching method in higher education, but its implementation requires careful planning and consideration. Whilst delivering effective distance learning can be challenging, if planned effectively it can provide great opportunities to both the student and academic that are not always available in face-to-face settings. This article examines the challenges and opportunities of teaching sport and exercise psychology at a distance, using the example of a successful sport and exercise psychology module at the Open University, a UK university specialising in distance education. The flexibility offered by distance learning and the consequent diversity of students are discussed along with the important role of the tutor in ensuring the success of sport and exercise psychology distance learning. Strategies to encourage an applied understanding of the topic area and minimise the perceived distance between students are also considered.

The value of peers and support from scaffolding: Applying constructivist principles to the teaching of psychology

The legacy and sustainability of a university education requires student independence and ownership of learning. Adopting a student–centred constructivist approach to teaching and learning allows students to develop a web of self–constructed, interconnected understanding, and supports their development into lifelong learners. The efficacy of this approach is illustrated with a case study relating to a series of academic skills tutorials for first–year psychology students. The tutorial materials, activities and teaching techniques were rated as more useful by students when delivered using constructivist principles. The use of constructivist techniques also enabled students to make larger gains in their essay grades over the course of the academic year. The implications of using such teaching methods in higher education are discussed.

Towards professional growth: essays on learning and teaching forest economics and marketing through drama, role-play and reflective journals

The requirements of the current working life are setting new challenges for higher education. It is widely accepted that besides mastering academic knowledge and skills, university graduates should also be provided with diverse generic skills before they begin their careers. However, there seems to be a gap between higher education and the needs of professional life. The findings of this research are designed to help tackle some of those challenges. The objective of this dissertation was to advance theories of learning in drama and roleplay, and to develop teaching methods that further expert knowledge development in higher education, especially in the field of forest economics and marketing. This study also explored learning journals as a tool for reflection and assessment. This multidisciplinary dissertation uses the mixed methods research approach and consists of a summary and three published (or accepted to be published) essays and one submitted manuscript. The qualitative research data were collected from students’ learning journals and a focus group interview, and quantitative data were gathered from two survey questionnaires. Qualitative thematic analysis and qualitative content analysis were applied to the qualitative data. The main quantitative analysis methods included t-tests and ANOVA. This dissertation introduces educational drama and role-play as viable learning and teaching methods in higher education. According to the findings, both methods seem to be able to involve several learning outcomes that are needed in the development of professional expertise. Furthermore, while real workplace placements cannot always be arranged for students, role-play can act as a supplementary learning method alongside work-based learning. It is also concluded that role-play is likely to suit better for enhancing learning that concentrate on a specific topic or a skill, whereas the strength of drama lies in critically evaluating underlying premises and personal stances students have towards a particular topic of learning. The findings of this dissertation also highlight the notion that reflective skills do not develop by themselves, but they should actively be fostered in higher education. Along with forest sciences education, other disciplines can also apply the findings in both higher education and vocational upper-secondary education. In addition, the gained information about promoting expert knowledge and skills through drama and role-play can also be transferred to new contexts, such as working-life personnel training and human resources development.

Web-based Personalised System of Instruction: An effective approach for diverse cohorts with virtual learning environments?

The Personalised System of Instruction is a form of mastery learning which, though it has been proven to be educationally effective, has never seriously challenged the dominant lecture-tutorial teaching method in higher education and has largely fallen into disuse. An information and communications technology assisted version of the Personalised System of Instruction using a virtual learning environment is promoted here based on the authors' longitudinal design research into this pedagogy. The particular elements of the virtual learning environment which are promoted are short video clips, online formative tests and an assessment management system. The authors present their experiences of developing and deploying this pedagogy for the teaching of introductory discrete mathematics to large classes of Computer Science students at two UK higher education institutions both with whole cohorts and 'at risk' groups of students. In particular, this method is promoted as particularly helpful to students who do not adopt a deep approach to learning as many students fail to do. Moreover 'at risk' students using this method (n=71) demonstrated an average Glass effect size of 0.83 compared with other 'at risk' students who did not (n=35). Based on these experiences, this pedagogy is promoted as an effective approach to teaching in higher education, especially the teaching of cognitive skills to diverse cohorts of students on foundation level modules.

The Path to Student-Centered Teaching in Gerontology and Geriatrics

ABSTRACT Student- or learner-centered teaching has an historical context—it is old and new. This article traces the path that has brought us full circle to once again concentrating on student learning instead of teacher teaching—from the era of learning being restricted to the wealthy and privileged, to today where learning institutions are inclusive. Three pressures are identified and discussed that have been the catalysts for reevaluating teaching methods in higher education: assessment of teaching and learning at the institutional level, generational differences between instructor and student, and a better understanding of how students learn. The rubric is examined as a method of assessing student progress in a student-centered environment. These are then related to the teaching of gerontology and geriatrics where students and teachers alike have a distinct edge over other content areas where the practicum experience is not part of the educational fabric.

Concepción de la docencia y prácticas en la pedagogía universitaria.

En este artículo se aborda la concepción de la docencia y las prácticas pedagógicas en los nuevos escenarios del siglo XXI. La especificación de nuevas demandas en la formación profesional supone cambios importantes en la forma de abordar la docencia universitaria, que ha de enfrentar la calidad, con una visión más holística y en diversas dimensiones: comprender la complejidad de la gestión docente y los cambios del currículo, en cuanto a métodos de enseñanza y evaluación, en el marco de un nuevo estilo docente. El significado de la función docente se ha ampliado, involucrando distintas etapas que permiten concretar el proyecto formativo, en el cual participan actores diversos y donde se requieren ámbitos de aprendizaje específicos y una cultura de evaluación de índole colaborativa. El desafío de innovar en pedagogía requiere características de calidad del docente que trasciendan su individualidad para que logren influir positivamente en sus pares, la institución y los proyectos colectivos. El desarrollo profesional se desenvuelve en forma simultánea con el crecimiento personal e implica el saber, el saber hacer, el querer hacer y el ser feliz.

The Impact of the African Renaissance on Christian Education in South Africa

This study has focused on the problem that institutions of Christian higher education are reactive or passive towards political, social, and spiritual trends affecting education and leadership in South Africa. A group of 32 participants consisting of Christian higher education leaders, clergy, Christian scholars, and politicians was selected from various regions of South Africa. An instrument focusing on historical precedents and current ideas of the African Renaissance was designed and utilized. The findings revealed that the respondents predict a move towards indigenous forms of Christian higher education teaching methods, curriculum, objectives, and leadership. The study concluded that the African Renaissance in South Africa would impact institutions of Christian higher education by promoting a proactive approach to current trends.

Choreographic Pedagogy in Higher Education: Learning from practitioners

This paper outlines some current practices in the teaching of choreography in higher education in England and discusses reasons why there appears to be a diversity of practice in the vocational and university sectors. In England there has been little scholarly analysis of choreographic pedagogy in higher education and still less published material to draw on to provide a clear view of current practice. For example, there are few papers which discuss different choreographic teaching methods in higher education, or evaluations of the efficacy of one method over another. This situation may be different in other countries. It is my belief that there should be a sharing of good teaching and learning practice amongst academics and practitioners and that the time is ripe, with the inception of this new journal, for this exchange to begin to take place. It is my hope that this paper will make a contribution to the debate, and it would be interesting to hear from other dance colleagues whose experiences may differ.

Teaching methods for learning outcomes

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.

Problem-Based Learning in the Development of an Occupational Therapy Curriculum, Part 1: The Process of Problem-Based Learning

‘Problem-based learning’ is a concept of learning in which students focus from the beginning of their course on a series of real professional issues, where the knowledge of the various academic disciplines that relate to these issues is integrated. The process evolved from dissatisfaction with the usual teaching methods in higher education, particularly in medicine. It seems eminently applicable to the education of occupational therapists, and its wider adoption is advocated. Part 1 of this article outlines the development of problem-based learning, describes its rationale, and discusses some of the evidence of its effectiveness. Part 2 will describe its implementation in the new BSc course at the London School of Occupational Therapy, West London Institute, College of Brunel University.

The Latest Developments in the Field of University Teaching Methods: A View from the German Democratic Republic

We would like to present selected results of research and indicative experiences from current developments in teaching methods in higher education in the German Democratic Republic (GDR) with particular reference to the Karl Marx University in Leipzig. Our aims are to stimulate the exchange of international news and to feed back the positive findings from other countries into our work in this area. We shall concentrate on three topics: (i) the development of teaching methods in higher education as a part of educational sciences; (ii) selected recent achievements in research; (iii) how these findings could be applied in practice in training and retraining higher education teaching staff.

The residues of learning: Autobiographical accounts by graduates of the impact of higher education

Earlier work on the enduring effects of education is reviewed and then data are presented from 22 autobiographical accounts written by graduates. Content analysis showed that most importance was attached to the learning of high-level intellectual skills and to attitudes and values of personal and professional significance. The implications of these findings for curricula and teaching methods in higher education are then discussed before considering the strengths and weaknesses of life history material as a research tool. It is concluded that written accounts combined with interviews offer a promising method for investigating the long-term impact of higher education.

Beard, R. M., Bligh, D. A., & Harding, A. G. Research into teaching methods in higher education. Guildford, England: Society for Research into Higher Education, 1978, 150 pp., $9.35 (paper)

Beard, R. M., Bligh, D. A., & Harding, A. G. Research into teaching methods in higher education. Guildford, England: Society for Research into Higher Education, 1978, 150 pp., $9.35 (paper)