Lecturer teaching styles and student learning involvement in large classes: a Taiwan case study

Tang, Chia Wei; Shi, Meng Jun; Guzman, Allan B. de

doi:10.1080/02188791.2020.1852913

Cited by 9 publications

(9 citation statements)

References 42 publications

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“…The obstacles in implementing this method were the class situation that crowded caused by full of participants made the class activity was difficult to control. Tang et al said that most of the problems are that large classes make the classroom atmosphere less conducive, students tend to be passive and embarrassed to express themselves actively in learning in class (Tang et al, 2022). Large classes also make it difficult for educators to convey material optimally (Bahtiyar, 2022).…”

Section: Discussionmentioning

confidence: 99%

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Task – Based Learning: Design and Implementation in Teaching English for Various Scientific Discipline Students in a Large Class

Sholihah,

Anggraheny

2023

akademika

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It is a Classroom Action Research with the aim to describe the implementation of Task-Based Learning for students of various scientific disciplines in large class to improve students’ English ability. This research subjects were first semester students at Widya Dharma University Klaten in the general course (MKU) of English in group F with a total number of students are 103. The technique of collecting the data were test, observation, interview, and documentation. This research conducted in two cycles with a posttest in every cycle. The results found that there were the improvement of students’ English skills based on the mean scores of post-test in cycles 1 and 2 in Informatics Engineering class A was from 72 to 75, class B was from 76 to 79, Informatics Management was from 73 to 80, Geography Education was from 60 to 77, Civic Education was from 65 to 77, Physiotherapy was from 70 to 76, and Agricultural Product Technology had same score was 78. From the observation, activities in Task - Based learning trained students’ cooperative attitude, improved their interest, and enriched English vocabularies on their own scientific disciplines. This research can be as a reference for teachers in large class to create innovative activities to achieve learning goals; as source of information and reference material for further research to be further developed in other materials to improve the quality of learning.

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Section: Discussionmentioning

confidence: 99%

“…However, a teacher's role is very important to balance the growth conditions of students in schools (Wibowo & Rahmah, 2021). Teacher need various methods for managing students in large classes (Tang et al, 2022); (Nguyen, 2015). To make students pay attention in learning activities need an innovative method of learning.…”

Section: Introductionmentioning

confidence: 99%

Task – Based Learning: Design and Implementation in Teaching English for Various Scientific Discipline Students in a Large Class

Sholihah,

Anggraheny

2023

akademika

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“…This allows teaching staff to adapt to the evolving needs of learners and industry precisely because it offers a departure from traditional semester-long structures (Roche et al, 2024). The change in delivery format itself, in other words, can act as a prompt that allows business schools to explore a diverse range of teaching styles in a large-scale teaching context, where they might otherwise be resistant to experimentation (Tang et al, 2022).…”

Section: Scaling-up Intensive Deliverymentioning

confidence: 99%

Blocked out: reflections on the potential of intensive modes of teaching to enhance post-COVID-19 graduate employability in large-scale educational settings

Dixon,

Makin

2024

JWAM

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PurposeThis paper explores the potential that block teaching offers to enhance employability in the context of large-scale classes. It suggests that block teaching, with its condensed structure, necessitates curriculum innovation, fosters participatory learning and peer-to-peer networking, and has been shown to increase student focus and enhance engagement and attainment, especially amongst diverse learners. As these are the same challenges that large-scale teaching faces, it is proposed that intensive modes of delivery could be scaled up in a way that may help to mitigate such problems as cohorts in business schools continue to increase in size.Design/methodology/approachThe paper is based on secondary research and provides an overview of literature that looks at block teaching, followed by that which explores the challenges of large-scale teaching contexts. It compares and contrasts the gaps in both to suggest a way that they could be combined.FindingsThe paper provides key insights into changes in the contemporary landscape of teaching within UK business schools, which have seen increasingly large cohorts and draws out the key strengths of intensive modes of delivery, which include helping students to time manage effectively, encouraging curriculum innovation and the creation of participatory learning opportunities as well as providing closer personal relationships between students and staff. Outlining some of the well-documented issues that can arise when teaching larger cohorts, the paper suggests that scaling up blocked delivery may offer a new way help to overcome them.Research limitations/implicationsBecause of the chosen research approach, the research results are subject to generalisation. Therefore, researchers are encouraged to test the proposed propositions in large-scale teaching scenarios.Practical implicationsThis paper includes implications for the development of innovative modes of teaching in the context of large cohorts, an experience that is increasingly common amongst British business schools and beyond.Originality/valueThis paper brings together two bodies of literature for the first time – that of intensive modes of teaching and that focuses on large-scale teaching contexts – for the first time to show how the former may help to overcome some of the key issues arising in the latter.

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“…In a study by Atanacio & De Guzman (2020), the use of technology has been found to have a positive impact on student learning outcomes. The use of educational technology such as tablets and online resources can improve student engagement and motivation.…”

Section: Introduction Background Of the Studymentioning

confidence: 99%

The Use of Technology in the Delivery of Instruction in Public Schools

2024

IJFMR

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This study explores the adoption of emerging technologies, particularly IoT, by teachers and the associated benefits and challenges in instructional delivery across three schools in the Eastern part of La Trinidad District. Data was gathered via surveys and analyzed using descriptive statistics. The findings indicate that teachers predominantly utilize smart TVs, laptops, and desktops for instruction, citing benefits such as increased student engagement, heightened excitement in teaching and learning, and fostering student proactivity and creativity. However, challenges persist, including insufficient teacher familiarity with new technologies, limited student access to the internet, and the need for enhanced mentoring or training to effectively utilize these tools. In response, the study recommends prioritizing professional development opportunities for teachers to effectively integrate technologies into their teaching methodologies. This proactive approach aims to bridge the gap between technology adoption and instructional implementation, ultimately enhancing the quality of education delivery in the digital age.

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Lecturer teaching styles and student learning involvement in large classes: a Taiwan case study

Cited by 9 publications

References 42 publications

Task – Based Learning: Design and Implementation in Teaching English for Various Scientific Discipline Students in a Large Class

Task – Based Learning: Design and Implementation in Teaching English for Various Scientific Discipline Students in a Large Class

Blocked out: reflections on the potential of intensive modes of teaching to enhance post-COVID-19 graduate employability in large-scale educational settings

The Use of Technology in the Delivery of Instruction in Public Schools

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