Impact Teaching:  Lead or Be Left Behind

Moss, Gisele J.; Dyson, Jeff; Flosi, Alicen

doi:10.19030/jier.v7i2.4244

Cited by 1 publication

(2 citation statements)

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“…Literature indicates that humor is widely employed from business to educational contexts regardless of culture, age, gender and profession (e.g. Moss et al , 2011; Decker and Calo, 2015; Simendinger et al , 2017). No matter how humor may be claimed for a person – as a natural gift from birth or as a skill set developed from training – it is considered a powerful asset in human communication.…”

Section: The Magic Of Humormentioning

confidence: 99%

“…In the college classroom, instructors like to leverage humor adequately to improve students' attention and retention in learning since a relaxing atmosphere helps reduce their stress, anxiety and resistance to new learning (Rizzolo et al , 2009; Matarazzo et al , 2010; Kilburn and Kilburn, 2012). In turn, teaching effectiveness is also boosted from the use of humor, creating more applauded instructors across disciplines including boring subjects from the student perspective (Lucy, 2002; Romal, 2008; Moss et al , 2011). Empirical studies on face-to-face teaching and learning clearly indicate that perceived teaching quality and student motivation are directly related, in which humor – if used appropriately – is a viable pedagogical strategy (e.g.…”

Section: The Magic Of Humormentioning

confidence: 99%

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Humor and learning styles: toward a deeper understanding of learning effectiveness in the virtual environment

Tam

2021

QRJ

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PurposeThis study explores how virtual learners perceive the use of humor in instructor-developed videos and their other factors for learning effectiveness in an online course.Design/methodology/approachThe study adopted a set of qualitative methods flowing from lesson study, to pilot study, to self-declaration of a learning style, to semi-structured interviews. Through the process, 142 undergraduate business students from the same online course, of different learning styles, discussed their perspectives on the instructor's use of humor and their learning preferences in online situations. Thematic analysis was performed.FindingsFirst, humor is deemed harmless, but its value is perceived at different degrees among the four styles of adult learners for their benefit of learning motivation toward an online course. Second, four common themes that respond to learning effectiveness online are addressed.Research limitations/implicationsSimilar studies with additional samples, including students in other countries, in different age groups and/or on different online courses, are encouraged to strengthen the current findings.Practical implicationsThe results provide evidence to school administrators, course developers and instructors on the importance of using a diverse pedagogy in online education. To motivate virtual learners, being humorous from instructors proves insufficient but developing the course with all respective features for different learners' styles is a clue.Originality/valueIt is among the first studies contextualizing a differential relationship between humor and learners' styles as well as evaluating the effectiveness of an online course from the learning-style standpoint.

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Section: The Magic Of Humormentioning

confidence: 99%