Using the Teaching Perspectives Inventory (TPI) to examine the relationship between teaching perspectives and disciplines in higher education

Rotidi, Georgia; Collins, John B.; Karalis, Thanassis; Lavidas, Konstantinos

doi:10.1080/0309877x.2016.1159289

Cited by 14 publications

(13 citation statements)

References 27 publications

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“…Biglan (1973a, 1973b) proposed a discipline classification scheme in which academic areas were clustered based on their (a) concern with a single paradigm (hard vs. soft) (dimension I), (b) concern with their application (pure vs. applied) (dimension II), and (c) concern with the life system (life system vs. non-life system) (dimension III). Dimension III is generally less recognized and less cited than other dimensions (Simpson, 2017), although Rotidi et al (2017) proposed that a better differentiation of Biglan’s classification scheme can be concluded for dimension III than for dimension I or dimension II. Dimension I and dimension II have been suggested to have current validity among a wide range of higher education systems (Simpson, 2017).…”

Section: Methodsmentioning

confidence: 99%

The impact of Chinese library and information science on outside disciplines: A citation analysis

Chen

Qiao

Chiu

et al. 2019

Journal of Librarianship and Information Science

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This paper uses citation analysis to measure the intellectual impact of Chinese library and information science on outside disciplines. It analyses 469 journals in disciplines outside the library and information science field containing citations to 20 Chinese library and information science journals from 1996 to 2015. It shows that Chinese library and information science mainly receives citations from related disciplines, such as business and management, communication, and computer science, and that the majority of library and information science articles are rarely cited. The library and information science subjects of bibliometrics, information technology and knowledge management are most likely to be cited.

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Section: Methodsmentioning

confidence: 99%

The impact of Chinese library and information science on outside disciplines: A citation analysis

Chen

Qiao

Chiu

et al. 2019

Journal of Librarianship and Information Science

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“…Given students' views on how mobile devices contribute to the way they learn, we believe that mobile devices can support distance learning as well. Students suggested that the utilization of mobile devices by higher education teachers as modern teaching approaches enhance collaboration and interaction (Rotidi et al, 2017). We also consider that mobile applications designers could create environments that mediate the learning process, permitting the mobile usage in class for learning purposes.…”

Section: Suggestions and Limitationsmentioning

confidence: 99%

“…that seem to distract the student and generally create problems in the educational process (Santos et al, 2018). Furthermore, academic staff needs to comprehensively understand the contribution of mobile devices as an innovative tool in the educational process (Rotidi et al, 2017). In this context, teachers could support and promote the learning of specific mobile applications.…”

Section: Suggestions and Limitationsmentioning

confidence: 99%

Investigating practices and perceptions of higher education students concerning the utilization of mobile devices in their studies

Lavidas

Athanassopoulos

Priovolou³

et al. 2020

Ανοικτή Εκπαίδευση

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Learning through the use of mobile or portable devices (Mobile Learning or mlearning), is the type of learning that takes place at any time and geographical location and is supported by a device that simulates computer-like functions. Researches about the use of smartphones and tablets in higher education have studied the effectiveness of mobile devices in learning. Other researches have focused on the percentage of students owning and using smartphones and tablets for academic purposes, as well as on problems or barriers recognized by them in the use of mobile devices, during their studies. Although mobile devices play an active role in both daily life and learning process, research data on higher education in Greece, so far, is limited. Through this research we look forward to enhancing the debate on the use of mobile devices as learning tool and during the educational process in higher education. The present study investigates views of students from the University of Patras on the educational utilization of mobile devices. For this purpose, a questionnaire was created through the GoogleForms online application and was administrated from April to May 2018. This study involved 98 students from various schools, Humanities and Social Sciences (49%), Engineering (19.4%), Economics & Business (15.6%), Natural Sciences (9.2%) and Health Sciences (6.8%). Regarding the use and availability of mobile devices (smartphones/ tablets), we deduced that almost all students possess a smartphone. It is a fact that we have passed from the era of tablets and laptops to the era of smartphones, bearing in mind that the capabilities of the latter are at least similar to those of tablets and many computers. Regarding the applications most frequently used on their smartphone or tablet to support their studies, students stated that they mainly use PDF reader, email, Facebook, learning management systems such as eclass and google. The above http://epublishing.ekt.gr | e

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“…Research on this classification system indicates that hard fields emphasise the professional preparation of students through the learning of facts, principles, and concepts. Soft fields, in contrast, emphasise general knowledge, personality development through the promotion of critical thinking and reasoning, communication, as well as formation of values (Rotidi et al, 2017).…”

Section: Ways Of Knowing and Ways Of Teachingmentioning

confidence: 99%

Insights into teachers’ views on sharing ways of knowing and ways of teaching between and beyond existing disciplines

Algers

Bradley

2020

JPHE

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Since academic teachers belong to different disciplines and thus discourses, they have different ways of knowing and teaching. Recent societal challenges call for thinking beyond boundaries and re-visiting academic practices. The purpose of this study is to investigate how academic teachers view sharing of knowledge and teaching. The study is based on survey data from eight faculties and interviews of teachers from each of these faculties at the University of Gothenburg. The results show that professional development courses in higher education teaching and learning, as well as open practices, and collaboration between academic disciplines and society are practices, which Galison (1997) termed trading zones. These trading zones are sources of learning to theorize and to facilitate exchange among peers with the potential to develop knowledge, identity and moral commitments necessary to address societal challenges. Further, the results suggest that universities need to scaffold these sharing practices. The findings inform how academic teachers’ practices can be transformed into sharing between and beyond academic disciplines.

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Using the Teaching Perspectives Inventory (TPI) to examine the relationship between teaching perspectives and disciplines in higher education

Cited by 14 publications

References 27 publications

The impact of Chinese library and information science on outside disciplines: A citation analysis

The impact of Chinese library and information science on outside disciplines: A citation analysis

Investigating practices and perceptions of higher education students concerning the utilization of mobile devices in their studies

Insights into teachers’ views on sharing ways of knowing and ways of teaching between and beyond existing disciplines

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