Research on college teaching: The historical background.

McKeachie, Wilbert J.

doi:10.1037/0022-0663.82.2.189

Cited by 231 publications

(148 citation statements)

References 75 publications

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“…Ces premiers efforts de recherches ont tracé la voie dans les années 1980 et 1990 à une explosion d'expérimentations pédagogiques qu'il importe ici de mieux cerner. Le tableau 1 fait ressortir les mots clés les plus souvent utilisés durant les périodes de temps investiguées (ERIC, 1985(ERIC, -19891990-1994. Cet exercice monastique permet de saisir en un seul coup d'oeil les tendances pédagogiques selon une perspective principalement américaine.…”

Section: Un Regard Microscopiqueunclassified

L’enseignement supérieur et les innovations pédagogiques : une recension des écrits

Béchard

2005

rse

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Cet article présente un bilan des travaux de recherche concernant le phénomène des innovations pédagogiques survenu en milieu universitaire au cours des quinze dernières années. Il porte sur la nature des innovations pédagogiques dans l’enseignement supérieur, sur les conceptions et les comportements des innovateurs et, enfin, sur les facteurs opérationnels, structurels, stratégiques et environnementaux qui peuvent avoir un impact accélérateur ou inhibiteur sur le déploiement des expérimentations pédagogiques en contexte universitaire. En conclusion, l’auteur propose une série de pistes de réflexion et de recherche susceptibles de dépasser le caractère descriptif et normatif des premières études.This article is a review of the last fifteen years of research dealing with instructional innovation at the university level. The author describes the nature of pedagogical innovation at the higher education level, the conceptions and behaviours of innovators, as well as those operational, structural, strategic and environmental factors that could have either an accelerating or inhibiting impact on the implementation of pedagogical experimentation in a university context. The conclusion presents a series of theoretical and research proposals that go beyond the descriptive and normative character typical of the early studies in this field.Este artículo presenta un balance de los trabajos de investigación que trataron el fenómeno de las innovaciones pedagógicas durante los últimos quince años. Para ello, toma en cuenta la naturaleza de las innovaciones pedagógicas en la enseñanza superior, las concepciones y conductas de los innovadores y por último, aborda los factores operacionales, estructurales, estratégicos y contextuales que pueden tener un impacto acelerador o inhibitorio sobre el desarrollo de experiencias pedagógicas dentro del entorno universitario. Como conclusión, el autor propone una serie de pistas de reflexión y de investigación susceptibles de depasar el carácter descriptivo y normativo de los primeros estudios sobre el asunto.Dieser Artikel vermittelt einen Überblick über Forschungsarbeiten auf Universitätsebene während der letzten 15 Jahre im Bereich pädagogischer Innovation. Er beschäftigt sich vor allem mit den verschiedenen Arten pädagogischer Innovation im Hochschulbereich, mit den Konzepten und Verhaltensweisen der Forschenden sowie mit den strukturellen, operationellen, strategischen und umweltbedingten Faktoren, die sich beschleunigend oder stimulierend auf pädagogische Experimente im universitären Kontext auswirken können. Als Fazit schlägt der Autor eine Reihe von Denk- und Forschungsansätzen vor, um den normativen bzw. rein deskriptiven Charakter früherer Arbeiten zu überwinden

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Section: Un Regard Microscopiqueunclassified

L’enseignement supérieur et les innovations pédagogiques : une recension des écrits

Béchard

2005

rse

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“…Formal student evaluation systems have been part of the higher education setting for decades and have prompted extensive discussion in the literature about their values and usefulness for teachers and learners (Smock & Crooks, 1973;McKeachie, 1990;Beran & Rokosh, 2009;Aleamoni, 1987;Nasser & Fresko, 2002;Arthur, 2009). The literature on student evaluation of teaching effectiveness can be traced back to the 1920's and earlier (Marsh & Bailey, 1993).…”

Section: Student Evaluation Of Teachingmentioning

confidence: 99%

Lecturer’s Gender and their Valuation of Student Evaluation of Teaching

Atek¹,

Salim²,

Halim³

et al. 2015

IES

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Student evaluation of teaching (SET) is carried out every semester at Malaysian universities and lecturers are evaluated based on student ratings. But very little is researched about what lecturers actually think about SET and whether it serves any meaningful purpose at all. This quantitative study involving six public universities on the East Coast of Peninsular Malaysia examines the extent to which male and female lecturers value their student evaluations of teaching (SET) and if their valuations differ significantly by gender. The study also elicits perceptions of male and female lecturers on the formative and summative functions the SET serves. A survey questionnaire comprising 29 Likert-scale items was employed to obtain data for this study. The respondents comprised 137 language instructors of English and Arabic proficiency courses for undergraduates from those six universities. Data were analysed descriptively and inferentially using descriptive statistics and independent sample t-test. The study produces several outcomes. The study found that although male lecturers value SET higher than their female colleagues, no significant differences are observed in their valuation of SET by gender. Also of significance is the observation that lecturers of both gender found SET more useful for formative rather than summative functions. This study itself is significant in order to understand the lecturers' perceptions of SET which will stimulate further discussions and thinking around the issue of strengthening the teaching practice as SET itself can be an effective tool for lecturer's development if lecturers themselves understand and value the process.

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“…The lecture method is the most frequently used instructional method in higher education (McKeachie, 1990). Why is the objectivist model so popular at the college level?…”

Section: The Objectivist Learning Modelmentioning

confidence: 99%

Online Course Pedagogy and the Constructivist Learning Model

Schell¹,

Janicki²

2013

Journal of the Southern Association for Information Systems

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The constructivist learning model applies well to the current emphasis in business schools to have more experiential learning. Students construct their own knowledge, guided by their instructors, and learn how to create and extend mental processes for solutions to problems. Another aspect of current college students is that they want to consume everything from education to music to social interaction via information technology on an "any time/any place" basis. Online course pedagogy meets the structural needs for students to consume academic coursework any time and place while also developing their analytical skills and extending their communication skills.

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Research on college teaching: The historical background.

Cited by 231 publications

References 75 publications

L’enseignement supérieur et les innovations pédagogiques : une recension des écrits

L’enseignement supérieur et les innovations pédagogiques : une recension des écrits

Lecturer’s Gender and their Valuation of Student Evaluation of Teaching

Online Course Pedagogy and the Constructivist Learning Model

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