Numerous studies indicated that perspectives and approaches to teaching of university teachers vary considerably across academic disciplines. However, other research presented contrary results. Regarding such inconsistencies in previous findings, the aim of this research was to examine the representation of five perspectives on teaching and three…

Lack of student engagement in online learning is reported as the major challenge contributing to poor academic performance and completion rates. When transforming an in-person undergraduate remote sensing course to online, this study implemented interactive storytelling lecture trailers (ISLTs) as a tool to effect changes in the realms of…

Although there is growing evidence that the flipped classroom approach (FCA) positively impacts the student learning experience and outcomes, much less is known about the educator's experience. This study aimed to explore how educators across several disciplines in a regional Australian University describe their experience of using the FCA.…

Collaborative learning is a common teaching technique, posited to align with a constructivist approach to teaching and learning. This qualitative descriptive study explores how, if at all, faculty implementation and discussion of collaborative learning shows evidence of it as a constructivist practice. Nineteen faculty at a large public…

Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs…

Developing a sense of classroom community is important in promoting course satisfaction and in helping students overcome feelings of disconnectedness, especially in online courses. When considering the various strategies identified as contributing to a sense of classroom community, instructors likely need support in which strategies and technology…

Student question generation is a constructive strategy that enriches learning, yet is hardly practiced in higher education. The study described here presents a potential model for integrating student question generation into an education setting. In all, 133 students generated questions in groups, answered and assessed the questions of their…

This study examines how academics and students from different disciplines perceive teaching and knowledge acquisition. University academics and students from both hard and soft disciplines completed the Domain-specific Epistemological Beliefs Questionnaire and the Approaches to Teaching Inventory. Results showed that academics held more…

A common concern of faculty members is student evaluations of teaching scores. Many factors influence student evaluations of teaching including how the course is designed. This study investigated student evaluations of teaching across three pedagogical techniques: the traditional lecture (where lectures were not recorded), recorded lectures, and a…

Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the…

Student attitudes toward active learning techniques, such as group discussion, are often negative. The purpose of this study was to determine if an intervention informing students of the usefulness of group discussions affects their attitudes on group discussions. Students were randomly assigned to view a video and answer an essay question either…

Massive open online courses are increasingly popular. One characteristic of most massive open online courses is that they are offering educational contents to masses of different individual learners. At the same time, a particular challenge for the individual learner could be the massiveness of such courses, that is, that one is part of a large…

An important contemporary challenge to the large-group lecture in higher education is that it encourages passive learning which is claimed to be out of sync with academic rhetoric and social needs. Attempts to change this practice have salvaged some aspects of the higher education experience for students, but they have not transformed the learning…

Change and exploration offer students and staff the opportunity to positively embrace use of mobile devices in higher education teaching, so that the much-vaunted pursuit of technology-based co-production of learning can become a reality. There is a need to evaluate the incidence and effect of the use of mobile devices in class, however, given the…

This article reports a synthesis and meta-analysis of intervention studies investigating the effects of team-based learning on content knowledge outcomes. Team-based learning is a particular set of instructional components most often used in higher education classrooms. Authors of team-based learning reviews report that team-based learning…