Motivating Change from Lecture-Tutorial Modes to Less Traditional Forms of Teaching

Autor/inn/en	McLaren, Helen J.; Kenny, Paul L.
Titel	Motivating Change from Lecture-Tutorial Modes to Less Traditional Forms of Teaching
Quelle	In: Australian Universities' Review, 57 (2015) 1, S.26-33 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0818-8068
Schlagwörter	Foreign Countries; Teaching Methods; Lecture Method; Higher Education; College Faculty; Faculty Development; Instructional Effectiveness; College Instruction; Tutorial Programs; College Students; Active Learning; Technology Uses in Education; Team Teaching; Educational Innovation; Educational Change; Australia + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Unterrichtserfolg; Hochschullehre; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Collegestudent; Aktives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teamteaching; Instructional innovation; Bildungsinnovation; Bildungsreform; Australien
Abstract	Teaching academics are under pressure to move away from traditional lecture-tutorial teaching modes to less traditional forms. Such pressures are in addition to changes to funding arrangements and other developments that increasingly oblige universities to operate as businesses. The flow-on effects for teachers are increased student:staff ratios, changes in student diversity and less face-to-face time, while also being required to meet expectations for increased research output. While it has become the norm to shift away from traditional teaching methods, individuals are not always equipped with educational theory nor the time, technology and motivations to change significantly what they do. We draw upon a workplace audit that explored the use of four non-traditional teaching and learning modes. These modes were chosen because of professional development workshops available centrally at our university and because they offered promise in terms of time-saving for teachers and educational effectiveness for students. The majority of respondents reported using one or more of these non-traditional teaching and learning modes. However, contradictory information in qualitative descriptions suggested that this majority had limited knowledge about the technicalities and the application of these modes; instead they attempted to fit descriptions of their traditional teaching into the non-traditional descriptors provided. While we seek to understand these responses, which may well be a form of resistance, we consider how diffusion of innovation theory may provide insight into why change has not been forthcoming. (As Provided).
Anmerkungen	National Tertiary Education Union. PO Box 1323, South Melbourne 3205, Australia. Tel: +61-3-92541910; Fax: +61-3-92541915; e-mail: editor@aur.org.au; Web site: http://www.aur.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01