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A Phenomenographic Outcome Space for Ways of Experiencing Lecturing
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Daniel, Scott – Higher Education Research and Development, 2022
After decades of increasing evidence in favour of active learning, lecturing remains the dominant face-to-face teaching mode. Just as a rigorous research approach is required to understand how to improve student learning outcomes, we also need research about how to reform teaching practice. Some initial steps in this direction have shown that…
Descriptors: Phenomenology, Lecture Method, Outcomes of Education, Faculty Development
Socially Enabled Actors: The Emerging Authorship of Fixed-Term Instructional Faculty to Enact and Sustain Organizational Change
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Quardokus Fisher, Kathleen; Koretsky, Milo D. – Higher Education Research and Development, 2021
There have been calls for Science, Technology, Engineering and Mathematics (STEM) faculty in higher education to transition from traditional lecturing to instructional practices that are supported by empirical evidence. Administrators can coordinate such transitions through organized change initiatives. At the same time, there has been a shift…
Descriptors: College Faculty, STEM Education, Teaching Methods, Educational Change
Engagement of Undergraduate STEM Students: The Influence of Non-Routine Problems
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Evans, Tanya; Klymchuk, Sergiy; Murphy, Priscilla E. L.; Novak, Julia; Stephens, Jason; Thomas, Mike – Higher Education Research and Development, 2022
This study describes an intervention that introduced a period of solving non-routine problems into tertiary STEM lectures. The aim was twofold: to attempt to increase student engagement and to introduce them to the kind of domain-free abstract reasoning that involves critical, creative and innovative thinking. The study involved over 600 STEM…
Descriptors: STEM Education, Learner Engagement, Abstract Reasoning, Critical Thinking
What's inside the Suitcases? An Investigation into the Powerful Resources Students and Lecturers Bring to Teaching and Learning
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Leibowitz, Brenda – Higher Education Research and Development, 2009
The study presents a framework for investigating the powerful resources within learners' educational biographies, which, from their own accounts, appear to influence their engagement with teaching and learning practices. The research framework stresses the material, social and cultural influences on a learner's biography and the need for…
Descriptors: Interviews, Biographies, Cultural Influences, College Faculty
Crossing the Disciplinary Boundaries: Professional Development through Action Research in Higher Education.
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Schratz, Michael – Higher Education Research and Development, 1993
A University of Innsbruck (Austria) faculty development program brought faculty of different disciplines together to support each other in action research to improve teaching. Participants examined what they want to accomplish in the classroom and how to accomplish it. The program has also fostered interdisciplinary cooperation and institutional…
Descriptors: Action Research, Classroom Research, College Faculty, College Instruction
Student Orientations to Independent Learning.
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Jones, Alice; Jones, Douglas – Higher Education Research and Development, 1996
A study investigated the relationship of 46 college students' preferred teaching method (conventional lecture versus independent study package) and their own approaches to study (surface, deep, achieving). Results indicated that while students preferred the conventional lecture method, preference did not correlate with their study approach and…
Descriptors: Cognitive Style, College Faculty, College Students, Higher Education