Doing it your way: The Variation in, and Importance of, Personal Style in Teaching Quantitative Methods for University Social Science Students

Fisher, Stephen; Brimblecombe, Nicola

doi:10.11120/elss.2014.00031

Cited by 2 publications

(3 citation statements)

References 20 publications

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“…Hence, this also leads to different teaching styles. Such findings are also supported by the literature, as teachers need to adapt to the students’ needs and thus teach in a style, which is suitable for the students and the teachers themselves (Fisher and Brimblecombe, 2014).…”

Section: Resultssupporting

confidence: 72%

“…Teachers need to be able to evaluate whether the use of digital learning tools is necessary in teaching, or such tools only have supportive functions (Britten and Cassady, 2005). Hence, it is up to the individual teacher to plan and adjust the teaching methods accordingly (Fisher and Brimblecombe, 2014) in order to possess their own TPACK-knowledge.…”

Section: Resultsmentioning

confidence: 99%

“…Fisher and Brimblecombe (2014) further argue that in a learning organisation; teachers will be coordinated to cope with the challenges in regards to how learning takes place, while understanding that not all students learn as fast. This is best done by establishing a sharing and collaboration culture among teachers, where a deeper learning takes place (DuFour, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

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Teachers’ use of digital learning tool for teaching in higher education

Mei

Aas

Medgard

2019

JARHE

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Purpose The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation. Design/methodology/approach A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation. Findings The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings. Originality/value The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

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Section: Resultssupporting

confidence: 72%

Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ use of digital learning tool for teaching in higher education

Mei

Aas

Medgard

2019

JARHE

View full text Add to dashboard Cite

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Assessing Student Preferences for Quantitative Methods Courses Using Discrete Choice Experiments

Zangger

2024

Teach Sociol

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Understanding how students choose quantitative methods courses is important for both instructors and departments: Meeting student preferences increases motivation and engagement, enhances learning, can contribute to reducing statistics anxiety, and ensures enrollment. This article uses a discrete choice experiment to causally assess sociology students’ course preferences. In contrast to existing experimental interventions, choice experiments allow for an estimation of treatment effects prior to implementing an instructional design. Using data collected at a German university as a case study, this contribution provides insights and discusses practical implications of student preferences for quantitative methods courses. In the study, students prefer courses that use hands-on forms of assessment, follow a regular schedule, offer more credit points, and mix undergraduate and graduate students. The accompanying online material provides a step-by-step introduction to the design of discrete choice experiments, allowing a replication of the study and an implementation of the methodology in other contexts.

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Doing it your way: The Variation in, and Importance of, Personal Style in Teaching Quantitative Methods for University Social Science Students

Cited by 2 publications

References 20 publications

Teachers’ use of digital learning tool for teaching in higher education

Teachers’ use of digital learning tool for teaching in higher education

Assessing Student Preferences for Quantitative Methods Courses Using Discrete Choice Experiments

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