Evidence–Based Teaching: New Directions for Teaching and Learning, Number 128

ISBN-13: 9781118180686 / Angielski / Miękka / 2012 / 128 str.

William Buskist;James E. Groccia

Opis

What could be more important to college and university faculty than teaching well? Indeed, in the past several years researchers have not only investigated key variables influencing teaching and learning, they also have applied empirical findings to develop and refine new systems of teaching and learning--approaches that provide the infrastructure for the day-to-day organization and assessment of student learning over the course of an academic term. This volume presents an overview of these systems and offers an assessment of the effectiveness of each relative to both student learning and enjoyment of the learning process. Written by leading teaching scholars, these systems include the lecture, problem-based learning, case studies, team-based learning, interteaching, service-learning, just-in-time teaching, Web-based computer-aided personalized instruction, and online teaching. Each contributor outlines the basic principles of a system, describes how to implement the system, and reviews the system's overall effectiveness. This is the 128th volume of the Jossey-Bass higher education quarterly report New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Spis treści

Editors′ Notes 1
William Buskist, James E. Groccia

1. Need for Evidence–Based Teaching 5
James E. Groccia, William Buskist
This chapter describes what evidence–based teaching is and why it is necessary for enhancing the quality of teaching and learning that takes place in higher education, thus providing a rationale for the remaining chapters in the volume.

2. The Lecture 13
S. Raj Chaudhury
This chapter reviews the basic mechanics of the lecture and describes the variety of ways that approaches to lecturing might be enhanced based on recent research advances in the cognitive sciences.

3. Problem–Based Learning 21
Deborah E. Allen, Richard S. Donham, Stephen A. Bernhardt
The authors describe the fundamental components of problem–based learning and review the research data on its effectiveness as a teaching tool for fostering deep student learning.

4. Case Study Teaching 31
Clyde Freeman Herreid
This chapter outlines the variety of case study teaching methods, the conditions under which teachers most often use them and its effectiveness in producing student learning. In addition, the author describes a model to help teachers decide which case study method to use given their particular teaching and learning goals.

5. Team–Based Learning 41
Larry K. Michaelsen, Michael Sweet
The authors explain the principles on which team–based learning is predicated and the value of this system in promoting team development and critical thinking. This chapter also reviews the empirical evidence for the effectiveness of team–based learning in producing deep student learning.

6. Interteaching 53
Bryan K. Saville, Tracy E. Zinn
Drawing on the early history of behavioral approaches to higher education, the authors describe a relatively new teaching system called interteaching and review the growing body of evidence of its effectiveness relative to traditional approaches to college and university teaching.

7. Just–in–Time Teaching 63
Gregor M. Novak
This chapter details the nuts and bolts of Just–in–Time Teaching and the implementation procedures for using it in the college classroom. The author also reviews research evidence showing that this system of teaching enhances student motivation and deep learning.

8. Service–Learning 75
Peter Felten, Patti H. Clayton
Focusing on the unique ways in which service–learning engages students in learning, the authors elucidate the basic principles underlying this system of teaching and learning and evaluate the evidence that it enhances student learning outcomes across a variety of outcomes, including transformative learning.

9. Web–Based Computer–Aided Personalized System of Instruction 85
Joseph J. Pear, Gabriel J. Schnerch, Kathleen M. Silva, Louis Svenningsen, Jody Lambert
This chapter describes a Web–based approach to teaching and learning known as Computer–Aided Personalized System of Instruction. The authors review its basic tenets, the means by which it is implemented, and the evidence supporting its effectiveness in achieving high rates of student learning.

10. Online Learning 95
Edward H. Perry, Michelle L. Pilati
The authors trace the history of online teaching, review its basic principles and methods of implementation, address faculty resistance to it, and evaluate its effectiveness for producing positive student learning outcomes.

11. Evidence–Based Teaching: Now and in the Future 105
William Buskist, James E. Groccia
This chapter reviews the basic empirical findings supporting each of the teaching and learning systems described in earlier chapters and calls for a concerted effort on the part of all teachers to expand the evidence base of effective college and university teaching.

INDEX 113