Lecturing and other face-to-face teaching – too much or too little? An assessment based on student feedback and fail rates

Symonds, Matthew R. E.

doi:10.1080/07294360.2014.911256

Cited by 10 publications

(6 citation statements)

References 27 publications

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“…It is well known that greater teacher immediacy equates to higher credibility and deeper student motivation [7], and determines the achievement of learning objectives [8,9]. Despite the new channels of communication that have arisen in recent years, improving the actual degree of communication with students remains challenging [10,11]. This is a concern that many teachers have regarding their own abilities to manage and interact with students [12].…”

Section: Introductionmentioning

confidence: 99%

A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education

Rodríguez-Jiménez

Carmona

2021

Education Sciences

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This article presents an exploratory and interpretative study on the development of self-reflection and self-knowledge in university teachers by an embodied experience. Dance Movement Therapy and Body–Mind Centering share the fundamentals of the paradigm of embodied cognition through a first-person full-body experience. Using these principles, a training program was designed and implemented in a cohort of 22 university teachers. The article offers details of the program and the adaptations necessary to carry it out in a higher-education context. The results of the qualitative analysis that was conducted suggested that the transformative learning paradigm could be useful to explain the process carried out by the participants. With the necessary limitations, the incorporation of awareness and attentive participation in bodily states and actions manifests as a transformative element in the teacher. The participants, despite initial resistance, see possibilities for applying this knowledge in their teaching practice.

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Section: Introductionmentioning

confidence: 99%

A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education

Rodríguez-Jiménez

Carmona

2021

Education Sciences

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“…These items are represented in Figure 1 as social relationships at the university. Peer relationships, friendships, and pleasant encounters with teachers and professors (Bowman & Akcaoglu, 2014;Symonds, 2014) make an important success factor especially when talking about study success as a process.…”

Section: Discussionmentioning

confidence: 99%

The Multidimensional Phenomenon of Study Success in Higher Education—A Head Start to Success at Work?

Uusiautti

Määttä

2016

JSE

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Universities are worried about students' satisfaction and well-being. These elements are important when pursuing to enhance efficient graduation and quality outcomes in studies. The changing world, indeed, has changed the elements of success in education and in work, too, which is the area of life students enter from universities. The purpose of this article is, first, to discuss the prerequisites of study success in universities, and second, to establish a connection between the phenomena of success in studies and success at work. The viewpoint leans of positive psychology. Students themselves were asked to describe success in their studies. How do students themselves perceive their study processes and what do they think about the factors that promote their success in studies. The research questions were: (1) what have been the most pleasing study experiences the students have encountered in university studies?; and (2) what factors have enhanced their study progress and success according to their own perceptions? Students (N=186) answered to an internet-based open-ended questionnaire. The data were analyzed in a data-based manner which resulted in eight most frequently mentioned success factor in the questionnaire data. The findings showed that there are some similarities between the phenomenon of success in studies and at work. The phenomenon is illustrated as the conclusion, and the finding can be used when developing ISSN 2162-6952 2016 www.macrothink.org/jse 2 university education to better meet the demands of the modern, changing world of work. Journal of Studies in Education

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“…Numerous studies have outlined the features of teaching that enhance the smoothness of students' studies the best Uusiautti & Määttä, 2013b;. Research has focused on, for example, the importance of a positive study atmosphere (Shahidi & Sobhani, 2015), the level of face-to-face teaching (Symonds, 2014), the supervision of master's theses (Chongyi, 2004), the significance of the first study year (Keup & Barefoot, 2005;Schellenberg & Bailis, 2015), and the level of interaction between the teaching personnel and students . Study evaluation practices are also important and can promote learning and increase motivation if evaluations are constructive (González, Jareño, & López, 2015).…”

Section: The Expectation Of Success and Prompt Graduationmentioning

confidence: 99%

“…These items are represented in Figure 4.1 as social relationships at the university. Peer relationships, friendships, and pleasant encounters with teachers and professors Symonds, 2014) are important factors for success, especially when talking about study success as a process.…”

Section: Study Success As a Process And Outcomementioning

confidence: 99%

The Psychology of Study Success in Universities

Määttä¹,

Uusiautti²

2017

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Universities around the world are under increasing pressure to maintain high levels of graduation and to make study processes as efficient as possible, with teachers and students struggling to meet the expectations placed upon them as a result. The Psychology of Study Success in Universities asks whether it is possible to meet these demands at the same time as protecting the well-being of students. Drawing on an extensive and detailed analysis of study success in universities in Finland, the authors of this thought-provoking work argue that universities should be more concerned with students' satisfaction and place greater weight on students' perceptions of the elements that enhance or hinder their success. The book provides a multidimensional picture of the student-and teachingrelated factors that promote study success. Giving voice to graduate students, including those enrolled a PhD program, the authors look at the resources that students have at their disposal to establish what inspires and motivates the students, what slows them down, and what kinds of experiences students have of successful studies. Määttä and Uusiautti present a wealth of high-quality research showing that good teaching and successful study processes can be secured by immediate and caring interaction, flexible and student-centred teaching and supervision, and interdisciplinary collaboration between teachers. The Psychology of Study Success in Universities is essential reading for academics, researchers, and postgraduate students in the fields of education and psychology, as well as for those interested in positive psychology, student well-being, and pedagogical studies.

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Lecturing and other face-to-face teaching – too much or too little? An assessment based on student feedback and fail rates

Cited by 10 publications

References 27 publications

A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education

A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education

The Multidimensional Phenomenon of Study Success in Higher Education—A Head Start to Success at Work?

The Psychology of Study Success in Universities

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