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Direct Instruction or Active Learning? The Spectrum of First-Year University Teaching Practices
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Manuel Bächtold; Jacqueline Papet; Dominique Barbe Asensio; Appolinaire Ngoua Ondo – Higher Education Research and Development, 2024
This study aims to gain a better understanding of the practices of first-year university teachers by considering the distinction between direct instruction and active learning. It is based on the responses of 356 teachers to questions relating to three areas of teaching practice: preparation, implementation and use of digital technology. Principal…
Descriptors: Direct Instruction, Active Learning, Universities, Teaching Methods
Enhancing Students' Critical Thinking Skills through Engagement with Innovative Pedagogical Practices in Global South
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Okolie, Ugochukwu Chinonso; Igwe, Paul Agu; Mong, Ifeanyi Kalu; Nwosu, Hyginus Emeka; Kanu, Clementina; Ojemuyide, Chidiebere C. – Higher Education Research and Development, 2022
This study shows how HE teachers (particularly, business management and vocational studies) experience the teaching of critical thinking to foster student development of critical thinking skills (CTS) while working across diverse international contexts. Using a qualitative online survey and interview methodologies, we obtained rich information…
Descriptors: Critical Thinking, Thinking Skills, College Faculty, Teaching Methods
Do Students Perceive Faculty as Responsible for Equitable Learning Environments? Results from a Mixed-Methods Study
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Villarreal, Brandilynn J.; Vincent-Layton, Kimberly; Reynoso, Edelmira; Begay, Kayla; White, Kimberly N. – Higher Education Research and Development, 2023
Despite having expertise, student voices have typically been left out of faculty professional development literature. The purpose of this study was to center college student voices around perceptions of equitable learning environments for use in faculty professional development programs. Using a mixed-methodology, student-driven approach, the…
Descriptors: Student Attitudes, College Faculty, Teacher Responsibility, Equal Education
Socially Enabled Actors: The Emerging Authorship of Fixed-Term Instructional Faculty to Enact and Sustain Organizational Change
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Quardokus Fisher, Kathleen; Koretsky, Milo D. – Higher Education Research and Development, 2021
There have been calls for Science, Technology, Engineering and Mathematics (STEM) faculty in higher education to transition from traditional lecturing to instructional practices that are supported by empirical evidence. Administrators can coordinate such transitions through organized change initiatives. At the same time, there has been a shift…
Descriptors: College Faculty, STEM Education, Teaching Methods, Educational Change
English as a 'Double Barrier': English Medium Instruction and Student Learning at Vietnamese Transnational Universities
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Yao, Christina W.; Collins, Courtney; Bush, Trentee; Briscoe, Kaleb L.; Dang, Ngoc Lan Thi – Higher Education Research and Development, 2022
Transnational education and English medium instruction (EMI) has grown in Asia in response to rapid globalisation. As a result, Vietnam has invested in creating new model universities that partner with international institutions as a way to supply the demand for quality higher education. Yet, few studies examine the influence of EMI on student…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language of Instruction
Adopting an Active Learning Approach to Teaching in a Research-Intensive Higher Education Context Transformed Staff Teaching Attitudes and Behaviours
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White, Paul J.; Larson, Ian; Styles, Kim; Yuriev, Elizabeth; Evans, Darrell R.; Rangachari, P. K.; Short, Jennifer L.; Exintaris, Betty; Malone, Daniel T.; Davie, Briana; Eise, Nicole; Mc Namara, Kevin; Naidu, Somaiya – Higher Education Research and Development, 2016
The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1,000…
Descriptors: Foreign Countries, Active Learning, Research Universities, Learning Strategies