Teaching and learning cultures in higher education: a mismatch in conceptions

Sagy, Ornit; Hod, Yotam; Kali, Yael

doi:10.1080/07294360.2019.1576594

Cited by 13 publications

(13 citation statements)

References 25 publications

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“…The students' reports of their learning experiences support the claim made by Trigwell and Prosser (2004) and others (e.g., (e.g., Bartholomay 2018;Huggins and Stamatel 2015;Sagy et al 2019) that the lecture-based approach to teaching in higher education is linked to surface approaches to learning and negatively associated with deeper learning. The findings also support the claim that projectbased learning has the potential to counteract these tendencies by building direct links between sociological inquiries and students' real-life experiences (Eglitis et al 2016) and to increase students' interest in social science (Markle 2017).…”

Section: Discussionsupporting

confidence: 71%

“…The limitations of the lecture method and the relative advantages of alternative pedagogical approaches have been highlighted by many authors (e.g., Bartholomay 2018;Clark and Foster 2017;Coll-Serrano et al 2018;Eglitis et al 2016;Ilter 2014;Larmer 2015;Lazonder and Harmsen 2016;Pedaste et al 2015;Wijnen et al 2017). These analysts criticize the one-way flow of information from lecturer to student and its production of low levels of student engagement in lecture-based teaching systems, manifested in poor attendance or lack of attention during class (Huggins and Stamatel 2015;Sagy et al 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Authentic learning in the undergraduate social research methods classroom: students’ perspectives on project-based pedagogy

Lima

2020

SN Soc Sci

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To date, little empirical qualitative research has examined students' perspectives on faculties' pedagogical strategies in research methods classes in higher education institutions and how these affect their learning. This case study examined how a newly implemented project-based learning system (PjBL) was experienced by the students and how their views on the system evolved over time. The case study collected data from students through qualitative interviews and content-analyzed the transcriptions. The findings show that the students valued the switch from traditional teacher-centered teaching to project-based learning and that this kind of learning system has strong potential to attract students' interest and to engage them more actively and genuinely in the learning process. The study also identified negative student experiences with PjBL, especially increased workload and project-related anxiety. However, the study found that even the more reluctant students can eventually find the model attractive and valuable, as they become accustomed and attracted to it over time. The paper discusses the implications of the findings for the pedagogy of research methods in higher education. Keywords Project-based learning • Active learning • Inquiry-based learning • Research methods pedagogy • Higher education students Higher education students are known to often have a negative experience with learning research methods (Clark and Foster 2017; Earley 2014; Hosein and Rao 2017; Markle 2017). One of the sources of these difficulties is the way these methods are taught (Markle 2017). Despite the magnitude of the problem, this issue has not been

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Section: Discussionsupporting

confidence: 71%

Section: Literature Reviewmentioning

confidence: 99%

Authentic learning in the undergraduate social research methods classroom: students’ perspectives on project-based pedagogy

Lima

2020

SN Soc Sci

View full text Add to dashboard Cite

show abstract

“…They have highlighted that: (1) the simpler the online learning platform, the better it was regarded by students, and therefore the students were more likely to utilize it; (2) the ease of use and usefulness of online learning platforms were linked to the instructors' choice and their ability to create a good match between course design and platform navigation, and thus affecting students' learning outcomes and attitude toward usage; (3) students' perceived ease of use of online learning improved as a result of instructors' self-favorable attitudes toward teaching; and (4) teachers' attitudes toward, and desire to offer, online teaching were improved by family support, which is a significant source of support for instructors in online teaching during the pandemic. On the other hand, studies have also indicated that teaching and learning in higher education have often embroiled with mismatch between knowledge and practice (Sagy et al, 2019). For me, I am more concerned on this area, as my responsibility as an educator is to ensure that students are truly learning and developing their skills for the real work environment in the future.…”

Section: Achieving Learning Outcomementioning

confidence: 99%

Teaching Entrepreneurship Education (EE) Online During Covid-19 Pandemic: Lessons learned from a Participatory Action Research (PAR) in a Malaysian Public University

Lee¹

2022

SAGE Open

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This article focuses on a Participatory Action Research (PAR) project that was carried out in a Malaysian Public University during three series of lockdowns during the Covid-19 pandemic. During that time, all higher education institutes in Malaysia were barred from conducting face-to-face lectures that resorted to fully online learning throughout two semesters during the academic session of 2020 to 2021. As an educator, I was primary concerned about their achievement in learning outcomes and knowledge transfer through online learning of the Entrepreneurship Education (EE) Course. Therefore, this PAR described my critical reflections on my students’ feedbacks from the analysis of my online video lessons, online student forums, and open-ended online surveys regarding their sentiments and perceptions on their learning experience. Ultimately, this PAR is to help me improve my teaching skills, to highlight gaps in the course content and suggest strategies of delivery in the future. As such, this article concludes by highlighting the mismatch between learning gaps, the extent the EE course learning outcomes address the students’ personal obstacles in entrepreneurship and my future strategies to mitigate the challenges of entrepreneurship education.

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“…The obvious gap, mismatch [17] and silo mentality among the HEIs and employers in Malaysia have pressured the HEIs to adopt a different pedagogical method [18], utilizing educational technology tools as a platform to aid in the process of information transmission based on updated graduate attributes across all stakeholders [19][20][21]. It is established that teaching pedagogy via service learning has positive impacts on students, community and industry.…”

Section: Introductionmentioning

confidence: 99%

Integrating Drone Technology in Service Learning for Engineering Students

Phang

Pusppanathan

Nawi

et al. 2021

Int. J. Emerg. Technol. Learn.

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Future engineers shall not only good at knowledge and technology but also good at other attributes such ethical, professional as well as managing people and emotion. Service learning is an effective education model to develop more holistic engineers. However, there is a lack of service learning framework that integrates technology, in order to achieve the acquisition of the above attributes. This paper describes how drone technology is disseminated by engineering students to the public through a service learning programme. Document analysis of the course information, project reports, and students’ reflections were employed in this study to identify the learning process and attributes developed by the students. the students went through 6 phases of service learning implementation. Results show that the service learning has enhanced the students’ learning, sense of responsibility, accountability, and international exposure. These are essential to develop good engineers in the future.

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Teaching and learning cultures in higher education: a mismatch in conceptions

Cited by 13 publications

References 25 publications

Authentic learning in the undergraduate social research methods classroom: students’ perspectives on project-based pedagogy

Authentic learning in the undergraduate social research methods classroom: students’ perspectives on project-based pedagogy

Teaching Entrepreneurship Education (EE) Online During Covid-19 Pandemic: Lessons learned from a Participatory Action Research (PAR) in a Malaysian Public University

Integrating Drone Technology in Service Learning for Engineering Students

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