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Chan Chang-Tik – Educational Research, 2023
Background: Enabling teaching approaches that promote active learning can require a certain amount of organisational reorientation. For example, structural and cultural shifts may be needed to accommodate moves towards student-centred learning. In higher education environments, lecturers can play a significant role in supporting students'…
Descriptors: Cooperative Learning, Lecture Method, Active Learning, Higher Education
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Din, Cari; Alharbi, Hawazen; Maclinnis, Martin; Mardjetko, Andrew; Archer-Kuhn, Beth; Jamniczky, Heather; Jacobsen, Michele – Papers on Postsecondary Learning and Teaching, 2022
The Teaching Scholars Program and Community of Practice (TSCoP) develops educational leadership and research through enabling reflective conversations, purposeful listening, inclusive standards, and bold thinking about Scholarship of Teaching and Learning (SoTL). Teaching Scholars lead innovative practice in their own faculty given their shared…
Descriptors: Communities of Practice, Leadership, Higher Education, Mentors
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Monica Fedeli; Edward W. Taylor – Tuning Journal for Higher Education, 2023
This study aims to understand the impact of a faculty development program emphasizing active learning (innovative teaching) attended by instructors of diverse disciplines at the University of Padova in Italy, which has had an 800-year history of using traditional approaches to teaching and learning. Using a community of practice theoretical…
Descriptors: Influences, Active Learning, Student Attitudes, Faculty
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Crosling, Glenda; Lee, Angela Siew Hoong; Passey, Don; Azizan, Siti Norbaya – Journal of Educators Online, 2023
Blended learning (BL) tools are increasingly used in higher education (HE) due to global technological advancements. BL tools for this study are online tools integrated with face-to-face teaching that support program management and expedite some educational processes like assignment submission. Importantly, BL can enhance the development of…
Descriptors: Use Studies, Blended Learning, Electronic Learning, Educational Technology
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Gatlin, Anna Ruth; Kuhn, Wiebke; Boyd, Diane; Doukopoulos, Lindsay; McCall, Contina P. – Journal of Learning Spaces, 2021
Despite trending investment in active learning infrastructure to support student learning, inclusion, and career preparedness, few universities have achieved the orchestration of campus stakeholders and pedagogical reform "at scale." This article presents a process-oriented model for developing faculty and students for success in these…
Descriptors: Educational Change, Higher Education, Active Learning, School Space
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Cosette Lemelin; Cole D. Gross; Renette Bertholet; Sheryl Gares; Mark Hall; Hani Henein; Valentina Kozlova; Michelle Spila; Valentin Villatoro; Neil Haave – Journal of Faculty Development, 2023
This study explored how the interdisciplinary nature of a Faculty Learning Community (FLC) promoted the professional development of participants' teaching. Participants reported gaining new insights into implementing active learning and mitigating student resistance to learning (the FLC topic). FLC members experienced a connection and affinity…
Descriptors: Intellectual Disciplines, Communities of Practice, Faculty, Interdisciplinary Approach
Kamini Jaipal-Jamani; Hope Mayne; Sheliza Ibrahim – Sage Research Methods Cases, 2022
Implementing collaborative action research (CAR) is recognized as an effective strategy for transforming professional practice through evidence-based methods. How can CAR be carried out online, and how is data collected through digital methods? This case study will address these aspects in the context of a CAR, international professional…
Descriptors: Action Research, Cooperative Learning, Higher Education, Teacher Educators
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Beaudry, Sharon – Journal of Learning Spaces, 2022
Active learning has been a growing trend in education for decades based on its impact on student learning and success. As such, schools, colleges, and universities have invested resources into expanding this teaching approach, including active learning classrooms. But why have some schools been successful at rapidly growing their active learning…
Descriptors: Active Learning, Classroom Environment, Classroom Design, Higher Education
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Theisen, Cara H.; Paul, Cassandra A.; Roseler, Katrina – Journal of College Science Teaching, 2022
The Student Participation Observation Tool (SPOT) is a web-based classroom observation protocol developed for higher education STEM courses and based on research on evidence-based practices. The low-inference and objective nature of the SPOT and visual outputs make it an optimal tool for teaching professional development. The SPOT allows novice…
Descriptors: Reflective Teaching, Student Participation, Classroom Observation Techniques, Web Based Instruction
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Huan Zhang; Bob Fisher – Journal of Learning Development in Higher Education, 2022
Blended Learning (BL), which is usually defined as a combination of face to face (F2F) and online instruction, has attracted considerable interest in recent years and has been increasingly adopted within the higher education sector. In this research, a thematic inductive analysis was conducted to explore how the practice of Active Blended Learning…
Descriptors: Blended Learning, Higher Education, Active Learning, Teaching Methods
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Rabidoux, Salena; Rottmann, Amy – International Journal on E-Learning, 2018
Flipped classrooms are often utilized in PK-12 classrooms; however, there is also a growing trend of flipped classrooms in higher education. This paper presents the benefits and limitations of implementing flipped classrooms in higher education as well as resources for integrating a flipped classroom design to instruction. The various technology…
Descriptors: Higher Education, Teaching Methods, Blended Learning, Educational Benefits
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Keengwe, Jared, Ed. – IGI Global, 2019
Online and blended courses are becoming increasingly prevalent in higher education settings, and the pressures to incorporate these environments highlights the increased demand to serve a generation that prefers learning through experience or through interacting with learning tools. Challenges arise in assisting instructors in facilitating and…
Descriptors: Educational Research, Blended Learning, Faculty Development, Higher Education
Ogawa, Nobuyuki; Shimizu, Akira – International Association for Development of the Information Society, 2016
Japanese National Institutes of Technology have revealed a plan to strongly promote e-Learning and active learning under the common schematization of education in over 50 campuses nationwide. Our e-Learning and ICT-driven education practiced for more than fifteen years were highly evaluated, and is playing a leading role in promoting e-Learning…
Descriptors: Foreign Countries, Electronic Learning, Active Learning, Faculty Development
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Kim Schildkamp; Iwan Wopereis; Marian Kat-De Jong; Annette Peet; IJsbrand Hoetjes – Journal of Professional Capital and Community, 2020
Purpose: Innovative use of information and communications technology (ICT) requires (new) knowledge and skills for the group that has the biggest impact on the quality of education--instructors. Facilitating professional development (PD) of instructors is crucial for the quality of one's education system(s), perhaps even more so in times of a…
Descriptors: COVID-19, Pandemics, Faculty Development, Educational Innovation
Klemencic, Manja, Ed.; Pupinis, Mantas, Ed.; Kirdulyte, Greta, Ed. – European Commission, 2020
This report defines student-centred learning and teaching (hereafter also referred to as SCLT) as an overarching approach to designing higher education processes, which is founded on the concept of student agency. SCLT primarily concerns the capabilities of students to participate in, influence and take responsibility for their learning pathways…
Descriptors: Student Centered Learning, Higher Education, Inclusion, Educational Quality
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