Methods & Strategies

Feng, J. 2004. Strategies of teaching and learning in General Ecology. The China Papers.

In this paper, contemporary theories and strategies of science teaching and learning are reviewed. Following an introductory outline and analysis of issues in the teaching of General Ecology, some strategies, such as student-centred Teaching and Learning, Problem Based Learning, Case Study, and Concept Mapping, are discussed. These strategies will be very helpful and instructive in improving teaching and learning and increasing the quality of higher education in the future. Click here to read the paper.

Heaslip, G., P. Donovan, and J.G. Cullen. 2013. Student response systems and learner engagement in large classes. Education and Educational Research, 15: 11-24. The use of student response systems is becoming more prevalent in higher level education. Evidence on the effectiveness of this technology can be an important resource for tutors seeking to engage with learners and raise the quality of learning experiences. Student response systems have been found to increase student engagement and participation in the classroom, yet few studies examine why this is so. This research seeks to explore the effects of student response systems on student participation in large classes. The methods used included both quantitative and qualitative data. A pre-test/mid-test/post-test design (quantitative approach) was deployed to examine the effects of a classroom response system on interactivity. Students involved in a final year undergraduate business course took part in investigating the use of student response systems from the student perspective. Qualitative data were collected to identify the strengths and weaknesses of using a classroom response system to enhance classroom interaction through semi-structured interviews. This research builds on previous studies by investigating why students become more participatory, interactive and engaged during learning sessions which utilise student response systems. Implications for teaching practice are discussed, and avenues for future research on student response systems and student engagement in large class scenarios are outlined.

Kivunja, C. 2015. Innovative methodologies for 21st century learning, teaching and assessment: a convenience sampling investigation into the use of social media technologies in higher education. International Journal of Higher Education 4: 1-26.
The advent of the Web as a social technology has created opportunities for the creation of informal learning environments, which have potential for innovative methodologies in learning, teaching and assessment. However, as Wolfe (2001) admonishes, “contrary to the rhetoric of cheerleaders, the Web places greater demands on students than traditional modes of instruction” (pp. 2 – 3). The pedagogical potential of these high tech, e-skilling, multimedia digital technologies to revolutionize teaching, learning and assessment will only be realized if the underlying theoretical foundations are well articulated and supporting evidence is provided through well-designed empirical
research studies.

This paper contributes to these two prospects in two ways. First, it articulates the theoretical framework drawn from the work of luminaries in pedagogy that posits cooperative, social learning strategies, as potential methodologies for
effective pedagogy. Second, it describes the results of a convenience sampling case study, which investigated the use of cutting-edge social media technologies, namely Google + Discussion Circles, (GDCs), to shed some light on how the use of these social media technologies supported teaching, learning and assessment activities for 2nd year Bachelor of Education students at a university in Australia.

The research found, inter alia, that when students were given the opportunity to learn using GDCs, the majority took advantage of the academic, social and structural dynamics created by these technologies in many ways that supported
their learning, assessment activities and overall academic outcomes. The research-based evidence shows that the benefits included high participation rates, great levels of interpersonal interactions among participants, pedagogically rich posts in the GDC streams, metacognitive processing, peer mentoring, ambiguity tolerance, anxiety and motivation. There was also considerable student engagement, exploration of issues, elaboration of what was being discussed in the GDCs, evaluation and explanation, consistent with Bybee et al. (2006) 5E Instructional model for supporting and maximizing students’ learning. The evidence leads to the recommendation that pedagogues at universities and other institutions of higher education should explore opportunities for utilizing selected social media technologies in their pedagogical practices, because, if properly planned and implemented, these technologies appear to have potential so support effective learning, teaching and assessment in the 21st century. Further research on this topic could also be very beneficial.