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Casey, R. John; Gentile, Patricia Lauría de; Bigger, Stephen W.

doi:10.1023/a:1003042830109

Cited by 31 publications

(2 citation statements)

References 41 publications

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“…Higher education must necessarily address complexity, as teaching is by its nature complex and this can be neither ignored nor avoided. The concept of didactic complexity (Casey, Gentile, & Bigger, 1997) is linked to aspects concerning the time in which learning takes place (dynamic aspect) (Olwia, 1996;Marsh & Roche, 1997), the variables involved and the links between them (systemic aspect) and the social, disciplinary and cultural context of reference (Lawn, 1991;Carpenter & Tait, 2001). If, therefore, the objective is to improve student performance, this can only occur through the development of the educator's professional skills within his/her context (systemic aspect) and on an ongoing basis as regards the provision of learning processes (dynamic aspect) and regarding the individual's context (discipline, university, culture, etc.).…”

Section: Complexitymentioning

confidence: 99%

Flexibility in Learning and Teaching Styles in an Accounting Course. “Deming Towards Kolb”

Verna¹

2020

IBR

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This work aims to investigate the effect of a holistic approach to teaching on both the educator’s learning and teaching styles and on student performance. To this end, an experimental holistic approach was adopted, L’Ascolto®, which uses the Deming PDCA cycle for the design (Plan), management (Do), evaluation (Check) and improvement (Act) of teaching processes. The aim is to encourage educators to “train” their flexibility in learning by following the Kolb Experiential Learning Cycle. The paper is presented as an original study aimed at empirically examining the effects of an experimental holistic approach (L’Ascolto®) on the educator’s experiential learning process in a university accounting course. On one hand, the results show positive student performance, while, on the other, the positive effects of the educator’s experiential learning emerge, as evidenced by the different teaching styles adopted during the course (flexibility).

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Section: Complexitymentioning

confidence: 99%

Flexibility in Learning and Teaching Styles in an Accounting Course. “Deming Towards Kolb”

Verna¹

2020

IBR

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“…This is especially true in undergraduate college education, in which this work is focused. According to Casey et al (1997), students have an important role because of their direct classroom contact with the lecturer. They can uniquely answer questions in the areas of pedagogical methods, fairness, the lecturer's interest in the subject and normative teaching judgments or global ratings.…”

Section: Introductionmentioning

confidence: 99%

Let's ask our students what really matters to them

Cladera

2020

JARHE

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PurposeStudents' feedback is of great importance to the development of knowledge about teaching in higher education. One of the main purposes for which this feedback is collected is teaching quality assessment, usually conducted through course and teacher evaluations completed at the end of the course. However, for improving students' perceptions of teaching quality, their prior expectations should be identified first and the aspects that they consider relevant for a “good teaching” should be found out. Moreover, obtaining feedback at the end of a course could not benefit the respondents themselves. This work analyses students' opinions about the importance of several aspects related to the quality of teaching in an undergraduate course.Design/methodology/approachA questionnaire was administered to gather students' opinions about the importance of several aspects related to the quality of teaching in an undergraduate course. Differences in the mean score of each aspect depending on students' characteristics were also analyzed.FindingsThe teaching characteristics that students considered more important were lecturer enthusiasm, the organization of the lectures and materials, the examination methods and feedbacks, the interest and intellectual challenge of the course and the friendliness, interest and accessibility of the lecturer. Differences in the importance of the different aspects exist depending on gender, expected grade and prior interest in the subject.Originality/valueResults could help lecturers to do a better programming of the different features of the course and prepare the subject more effectively, which is likely to positively impact student satisfaction; student satisfaction, in turn, has been related to an improvement in students' performance.

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