Quality of teaching in higher education: reviewing teaching behaviour through classroom observations

Noben, Ine; Deinum, Jan; Hofman, W.H.A.

doi:10.1080/1360144x.2020.1830776

Cited by 30 publications

(20 citation statements)

References 44 publications

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“…The fundamental principles of the proposed framework may be deployed in the context of any course, providing a basis for structuring a course curriculum around student-centered activities, sustainable assessment and feedback practices. The importance of active learning for student achievement has been well-established in higher education (Noben et al, 2020). The goal of instruction is not only to present new knowledge but more importantly to give learners guidance about how to apply and manipulate knowledge towards achievement of learning goals.…”

Section: Discussionmentioning

confidence: 99%

Educating Students in Technology Enhanced Learning Design by Interweaving Instruction and Assessment

Gogoulou¹,

Grigoriadou²

2021

Informatics in Education

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Developing an engaging and positive learning environment for learners, especially in a particular course, is one of the most creative aspects of teaching. Learning design supports the design of interventions, which are pedagogically informed, promote student-centered learning activities and make effective use of appropriate resources and technologies. In the context of this work, a framework is proposed for teaching learning design issues in tertiary education which interweaves teacher-centered activities with student-centered activities. The students are engaged in lab activities and in a learning design peer assessment project. Sustainable feedback practices are considered an integral part of the whole process. Findings drawn from an empirical study carried out during two consecutive academic years reveal that the interweaving of instruction and assessment may contribute to the understanding of the main learning design issues and to the cultivation of skills both in the development of educational applications as well as in the design of technology enhanced learning activities.

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Section: Discussionmentioning

confidence: 99%

Educating Students in Technology Enhanced Learning Design by Interweaving Instruction and Assessment

Gogoulou¹,

Grigoriadou²

2021

Informatics in Education

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“…Los profesores siguen utilizando las mismas estrategias e instrumentos utilizados en la enseñanza presencial. Como lo platean Noben et al (2020), se deben buscar distintos modos de presentar y expresar el conocimiento, respetando la diversidad y el contexto, para instalar, de esta forma nuevos procedimientos, reconociendo las diferencias entre estas modalidades. En cuanto al perfeccionamiento, se infiere que los profesores no sólo requieren ser actualizados en aspectos tecnológicos sobre el uso de plataformas, sino también, como lo plantea From (2017), en la pedagogía que subyace a la educación remota y que difiere de una clase presencial.…”

Section: Discussionunclassified

“…Las clases deben ser intelectualmente desafiantes y se les debe comunicar a los y las estudiantes expectativas positivas sobre su desempeño. Al utilizar distintos modos de presentar el conocimiento y permitir a los estudiantes que expresen su comprensión del tema de distintas formas, se respeta la diversidad de capacidades y modos de aprendizaje (Noben et al, 2020;Smith y Baik, 2019).…”

Section: Otros Antecedentesunclassified

Educación remota en contexto de pandemia: caracterización del proceso educativo en las universidades chilenas

et al. 2021

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El objetivo de este estudio es caracterizar el proceso educativo remoto en Chile durante la pandemia COVID-19 desde la experiencia de docentes y estudiantes. Se consideran aspectos teóricos sobre las mejores prácticas de educación remota, el género, y el área disciplinar. Se aplicaron dos instrumentos (en línea) de respuesta cerrada sobre la percepción de condiciones físicas-tecnológicas, competencias digitales, la relación profesor-estudiantes, el proceso de enseñanza y evaluación, y las emociones en educación remota en pandemia. La muestra está compuesta por un grupo de 1750 estudiantes y 654 profesores de 34 universidades chilenas. Los resultados dan cuenta de elementos transversales, con ciertas diferencias de acuerdo a niveles formativos, al género y al área disciplinar. Se concluye que existe la necesidad de formación pedagógica para docentes, la necesidad de más diálogo profesor-estudiante, y la mejora de las prácticas evaluativas que integran la retroalimentación, el trabajo colaborativo y la incorporación de estrategias de enseñanza diferentes a la educación presencial.

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“…As for the observation of the peer (posture, security, awareness, proficiency, and organization), it was possible to understand several issues that are more related to pedagogical style, but which can result when incorporated into pedagogical practices in different contexts. In effect, documenting teaching behavior with an observation instrument could support the observer and the observed lecturer by providing a common language regarding teaching behavior [59]. For example, a greater awareness of language and communication effectiveness allowed for a significant improvement between the first and second observations.…”

Section: Discussionmentioning

confidence: 99%

Interdisciplinary Class Observation in Higher Education: Lessons Learned from the Professional Development Experience of Four Teachers

2021

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Peer observation of teaching has been adopted as a method to improve the quality of teaching. It involves observers providing descriptive feedback to their peers on learning and teaching practices. However, although extensively described in the literature in the education field, its use as a tool for development beyond teaching skills has not been explored deeply, nor the best practices described. Therefore, the objective of this study was to compare quantitative with qualitative peer observation, as well as to investigate the role of interdisciplinarity in the observation process. The present study results from experimental observation work carried out by four professors of higher education. Veterinary science, social work, pharmaceutical sciences, and education, the disciplinary areas of origin of the teachers, were the ecosystems in which the initial observation techniques were explored and applied, and the intention was to share good practices and pedagogical improvements through peer support. This study reports the experience of building an observation grid and its application, as well as the lessons learned during the observation experience. The aim was to evaluate whether the constructive criticism was focused on the pedagogical practices rather than on the content, which can be useful in understanding if the learning objectives are being attained, from the teacher’s point of view. As such, we employed and assessed peer observation as a constructive, developmental process for higher education teachers from different fields of knowledge. The study concludes that feedback by peers is essential for the development of professional practice in higher education teaching, with the experience of qualitative observation being a fundamental path for teacher self-reflection in the search for their own authenticity. It further supports the notion that interdisciplinary differences, methodologies, styles, contexts, and practices can be used in a constructive way to improve course content and delivery, and, ultimately, to reinforce good teaching.

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Quality of teaching in higher education: reviewing teaching behaviour through classroom observations

Cited by 30 publications

References 44 publications

Educating Students in Technology Enhanced Learning Design by Interweaving Instruction and Assessment

Educating Students in Technology Enhanced Learning Design by Interweaving Instruction and Assessment

Educación remota en contexto de pandemia: caracterización del proceso educativo en las universidades chilenas

Interdisciplinary Class Observation in Higher Education: Lessons Learned from the Professional Development Experience of Four Teachers

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