Principles and a Model for Advancing Future-oriented and Student-focused Teaching and Learning

Parrish, Dominique

doi:10.1016/j.sbspro.2016.07.046

Cited by 13 publications

(23 citation statements)

References 5 publications

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“…Learning model represents the plan and patterns of lecturers' and students' activity that show the interaction among related elements in the learning [5]. In line with the previous opinion, Parrish proposed a learning model that is related to the learning focus, instructional design, assessment and feedback, curriculum content, teaching strategies, technology, sociological considerations, and students' involvement [6].…”

Section: Bahasa Indonesia Learning Modelmentioning

confidence: 86%

The Need to Develop a Fast-track-based Bahasa Indonesia Learning Model in Higher Education Institutions

Hariadi¹,

Suwandi²,

Slamet³

et al. 2018

KSS

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Section: Bahasa Indonesia Learning Modelmentioning

confidence: 86%

The Need to Develop a Fast-track-based Bahasa Indonesia Learning Model in Higher Education Institutions

Hariadi¹,

Suwandi²,

Slamet³

et al. 2018

KSS

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“…Solati, Javadi, Hosseini Tashnizi, and Asghari (2010) conducted a study on the medical sciences students and found that the more students engage in the teaching process, the more it provides more utility for the students. Parrish (2016) in his research states: A major agenda of higher education institutions is to equip students to be employable and 'future ready' graduates; achieve their professional and personal goals; and respond, in a socially responsible way, to the challenges of the 21 st Century. These aspirations require quality teaching and learning that is future-oriented and student-focused.…”

Section: Discussionmentioning

confidence: 99%

Teaching Methods based on Futures Studies Development in Iran Higher Education Curriculum

Keshavarzi¹,

Yarmohammadian²,

Nadi³

2017

ieepj

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One of the tasks of a university is student's competencies in different areas, including recognition of the future or futures studies. The growth of Students through improved education during the academic years will be able to futures studies; therefore, it can be argued that one of the critical variables that can affect students' futures growth potential, is the quality of their teaching and learning methods. This study aim is to design teaching methods based on the development of futures studies in higher education which was conducted by using grounded theory by the qualitative research. In this study, 12 experts of curriculum areas and futures studies were interviewed. The full text of responses of interviewees was performed from a recorded version in the coding process, the given comments were divided by software MAXQDA 12 into separate concepts and then familiar concepts set in a separate category, and the component of teaching methods was identified as the major categories of research. In the final model, the barriers, strategies, and consequences had presented for compiling of the teaching methods based on the futures studies development separately and in the framework of the analysis models.

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“…Student preferences regarding teaching methods used changed with the emergence of a new generation (e.g., Parrish, 2016). Today's students, the generation Y students, have developed new attitudes and aptitudes as a result of their environment (Oblinger, 2003).…”

Section: Generation Y's Teaching Methods Preferencesmentioning

confidence: 99%

“…They enjoy thinking outside the box, and prefer learning to be creative, interactive and fun (Eckleberry-Hunt & Tucciarone, 2011). They also expect timely and continuous feedback during the learning process (e.g., McNeely, 2005;Parrish, 2016).…”

Section: Generation Y's Teaching Methods Preferencesmentioning

confidence: 99%

Which are the most effective methods for teaching management at a graduate level? – FEB students’ perceptions of individual teaching methods and teaching method bundles effectiveness

Vokić

Aleksić

2018

zefzg

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University lecturers reached the consensus that more outcome oriented and visual teaching is favoured by Generation Y. However, it is crucial to assess students' perceptions about the effectiveness of various active and passive teaching methods, as their perceptions determine how students approach their learning, and as a result affect learning outcomes. In the theoretical part of the paper, previous empirical Þ ndings and conclusions about the effectiveness of different teaching methods (TM), as well as students' preferences of teaching methods related to their generational membership and other demographic characteristics are reviewed. In the empirical part of the paper, the effectiveness of various teaching methods was assessed by 99 graduate program students in Management from the Faculty of Economics and Business Zagreb. Students' perceptions are explored through a comprehensive list of 52 individual TM, as well as through TM bundles obtained through a factor analysis. As well, respondents' perceptions were related to their demographic characteristics (gender, undergraduate and graduate grade point average (GPA), (relevant) work experience, and extracurricular engagement).KEY WORDS: teaching methods, teaching methods effectiveness, students' perceptions, graduate management program, Croatia. Zbornik Ekonomskog fakulteta u Zagrebu, godina 16, br. 1., 2018. SAŽETAK:Sveu ilišni predava i slažu se kako studenti pripadnici generacije Y preferiraju u enje koje je orijentirano na ishode u enja te vizualno u enje. Me utim, klju no je istražiti percepcije studenata o u inkovitosti razli itih aktivnih i pasivnih metoda poduavanja, budu i da njihove percepcije utje u na to kako pristupaju u enju te u kona nici utje u i na njihove ishode u enja. U teorijskome dijelu rada analiziraju se dosadašnja empirijska istraživanja i zaklju ci o u inkovitosti razli itih metoda podu avanja, kao i studentske percepcije u inkovitosti pojedinih metoda, posebice s obzirom na pripadnost generaciji te druga demografska obilježja. U empirijskome dijelu rada, u inkovitost razli itih metoda podu avanja procijenjena je od strane 99 studenata diplomskoga studija Menadžment Ekonomskog fakulteta u Zagrebu. Percepcije studenata istražene su putem sveobuhvatnog popisa 52 pojedina ne metode podu avanja, kao i putem "svežnjeva" dobivenih faktorskom analizom. Isto tako, percepcije ispitanika analizirane su ovisno o njihovim demografskim obilježjima (spol, prosje na ocjena na preddiplomskoj i diplomskoj razini studija, (relevantno) radno iskustvo i izvannastavne aktivnosti).KLJU NE RIJE I: metode podu avanja, u inkovitost metoda podu avanja, percepcije studenata, diplomski studij Menadžment, Hrvatska.

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Principles and a Model for Advancing Future-oriented and Student-focused Teaching and Learning

Cited by 13 publications

References 5 publications

The Need to Develop a Fast-track-based Bahasa Indonesia Learning Model in Higher Education Institutions

The Need to Develop a Fast-track-based Bahasa Indonesia Learning Model in Higher Education Institutions

Teaching Methods based on Futures Studies Development in Iran Higher Education Curriculum

Which are the most effective methods for teaching management at a graduate level? – FEB students’ perceptions of individual teaching methods and teaching method bundles effectiveness

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