Back from “guide on the side” to “sage on the stage”? Effects of teacher-guided and student-activating teaching methods on student learning in higher education

Fischer, Elisabeth; Hänze, Martin

doi:10.1016/j.ijer.2019.03.001

Cited by 28 publications

(22 citation statements)

References 26 publications

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“…In contrast with the above, there is also an approach supported with empirical data which, on the basis of an examination of learning efficiency, argues for the application of teachercentred methods in higher education. (Fischer and Hänze, 2019) Examining the motivational effects of the use of ICT tools, Ollé (2010) has come to the conclusion that digital tools are good for many things, but they cannot fully substitute for contact activities, including the motivational force of personal rapport. We wish to devote particular emphasis to the weight that the use of digital tools in teaching and learning has in the opinions of students and teachers.…”

Section: Foundations In Terms Of Theory and Approachmentioning

confidence: 99%

Should We and Can We Motivate University Students? – The Analysis of the Interpretation of the Role and the Teaching Methods of University Teachers

Fűzi¹

2019

Proceedings of the 7th Teaching &Amp; Education Conference, London

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Reducing student drop-out rates is a challenge faced in Hungarian higher education. Our research and development project is intended to contribute to this effort: we analyse the notions and experiences of teachers concerning the possibility of motivating students, as well as their own role models as teachers and their teaching methods. We also explore students' motivation, their experiences and expectations related to classes at the university. It was studied whether the motivation of students appears in the teachers' understanding of their own role. Do they accept or reject the motivation of students as a task? Is there a difference in the teaching methods applied between those who consider a part of their role as teachers to motivate students and those who reject this? We were also curious how the opinions of teachers and students were similar or different concerning the motivating effect of various teaching methods. We collected data from teachers and students at six Hungarian institutes of higher education. The teachers' questionnaire was completed by 210 respondents, and semi-structured, in-depth interviews were also conducted with 41 of them. The students' questionnaire was completed by 1,130 respondents. In the analysis of the data, we used both quantitative and qualitative methods. Based on the results, half of the teachers faced with difficulties in connection with motivating students. In the interpretation of the role models of the majority of them, the intention of motivating students appeared positively. By contrast, in the opinion of 68%, academic success depends on the students alone. There was agreement in that the respondents considered the use of digital tools, interactivity, practicality as having the most motivating effect. In the frequency of encountering various methods, however, there was a difference in the assessment given by students and teachers. The interviews shed light on the fact that, despite the best intentions, the actual achievement of motivation of students in the classrooms is often missing. The reason may be the lack of pedagogical and methodological knowledge and consciousness.

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Section: Foundations In Terms Of Theory and Approachmentioning

confidence: 99%

Should We and Can We Motivate University Students? – The Analysis of the Interpretation of the Role and the Teaching Methods of University Teachers

Fűzi¹

2019

Proceedings of the 7th Teaching &Amp; Education Conference, London

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“…In teaching, a method is essential to conceptualize the whole teaching and learning binary to facilitate both teachers' teaching and students' learning. TMs are essential aspects of teaching and learning that define the undertakings of teachers and students, the quality of the teaching process [3] that tacitly sends a message about teaching techniques, students' progress in learning, and knowledge acquisition [6]. According to contemporary development in the teachinglearning milieu, the plurality of TMs and the need for more balanced use of them is an integral part of the development for each discipline.…”

Section: Introductionmentioning

confidence: 99%

Enumeration of Potential Teaching Methods in Higher Education: A Cross-Disciplinary Study

Mohiuddin

Islam

Sharif

et al. 2020

Education Research International

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In today’s multifaceted academic context, selecting, adopting, and adapting appropriate teaching methods (TMs) have been a pivotal concern for teachers. No study, to the researchers’ knowledge, has been conducted on compiling the maximum number of TMs in higher education. This study aims to list, describe, and provide a platform of the potential and the most practicing TMs in four major educational disciplines. This article, taking a cross-disciplinary lens, conducts an in-depth review of 90 articles and enumerates 110 TMs of higher education. It also identifies several TMs that are commonly used in each discipline. The article concludes that knowledge generated from this study fills up the existing literature gap. It calls attention to the current TM practices and provides teachers with an outline to employ available TMs in their respective disciplines.

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“…Teaching and learning activities will produce concepts as indicators to determine student learning outcomes (Coninck, Walker, Dotger, & Vanderlinde 2020). The concept of learning outcomes can be e-Jurnal: http://doi.org/10.21009/1 interpreted as a person's ability obtained through the learning process until learning is completed according to the teacher's learning design (Fischer & Hänze 2020). Learning outcomes result from finding and transferring knowledge to make students know and solve their immediate environment (Dong, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Using Serious Games to Improve Physics Learning Outcomes in Light Concept

Haryadi¹,

Pujiastuti²

2020

jpppf

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The purpose of this study was to determine the results of the use of serious games in physics learning in light material at Serang 6 Public High School. The research design used was the Pre-Test Randomized Control Group Post-Test Design. The population of the study was all of the eleventh grade students’ of Serang SMA 6 which numbered six classes. The study sample consisted of one experimental class (XI MIPA 1) and one control class (XI MIPA 2). The results showed that the application of physics learning used a serious game on light material in class XI of Serang 6 High School which took place very well and had a positive effect on student learning outcomes. In addition, the students’ response to the application of physics learning using the serious game was very good. The N-gain result shows that the use of the serious game is 0.89.

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Back from “guide on the side” to “sage on the stage”? Effects of teacher-guided and student-activating teaching methods on student learning in higher education

Cited by 28 publications

References 26 publications

Should We and Can We Motivate University Students? – The Analysis of the Interpretation of the Role and the Teaching Methods of University Teachers

Should We and Can We Motivate University Students? – The Analysis of the Interpretation of the Role and the Teaching Methods of University Teachers

Enumeration of Potential Teaching Methods in Higher Education: A Cross-Disciplinary Study

The Effectiveness of Using Serious Games to Improve Physics Learning Outcomes in Light Concept

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