Case study: a stilted tool or a useful learning and teaching strategy?

Brumfit (1979) has suggested that many commercially published ELT materials are little more than masses of rubbish, skilfully marketed. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

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Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia

Humaniora ◽

10.21512/humaniora.v10i2.5628 ◽

2019 ◽

Vol 10 (2) ◽

pp. 161

Author(s):

Esti Rahayu ◽

Shuki Osman

Keyword(s):

Professional Learning ◽

Teaching Practice ◽

Qualitative Case Study ◽

School Leaders ◽

Document Analysis ◽

Classroom Observations ◽

Extended Time ◽

Learning And Teaching ◽

Teaching Learning

As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.

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Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

Journal of University Teaching and Learning Practice ◽

10.53761/1.18.5.5 ◽

2021 ◽

Vol 18 (5) ◽

pp. 73-89

Author(s):

Margarita Kefalaki ◽

◽

Michael Nevradakis ◽

Qing Li ◽

◽

...

Keyword(s):

Higher Education ◽

Focus Groups ◽

Teaching And Learning ◽

Teaching Practice ◽

Cross Cultural ◽

Education Students ◽

Learning And Teaching ◽

Cultural Effects ◽

Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

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Media Trends and Prospects in Educational Activities and Techniques for Online Learning and Teaching through Television Content: Technological and Digital Socio-Cultural Environment, Generations, and Audiovisual Media Communications in Education

Education Sciences ◽

10.3390/educsci11110685 ◽

2021 ◽

Vol 11 (11) ◽

pp. 685

Author(s):

Constantinos Nicolaou

Keyword(s):

Online Learning ◽

Adult Learners ◽

Educational Process ◽

Technology Enhanced Learning ◽

Educational Activities ◽

Learning And Teaching ◽

Audiovisual Media ◽

Television Content ◽

Media Communications

The purpose of this article is to provide information and data that will contribute to the enhancement of teaching methodologies for online learning and teaching at all educational levels and disciplines (including adult education). More specifically, it attempts to shed light on media trends and prospects as educational activities and techniques, as well as on the utmost importance of the use of television content as audiovisual educational content. This venture focuses on the cases of Cyprus and Greece following literature materials and reviews, research results, and findings of previous numerous studies and research papers from and through the Internet that were considered as background. The aforementioned were applied in a pilot case study with adult educators as adult learners (18 years and older), providing literature data and historical elements as a source of further study. The findings from the pilot case study revealed that the television content can also shape (adult) learners’ perceptions on how they understand and learn in an online environment in regard to the generational cohort they belong. Furthermore, the results disclosed that an online educational process utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) may support technology-enhanced learning through non-verbal communication in the new streamlined digital era in which we live. An important conclusion of this article is that the (inter)national genealogical characteristics and habits, the inherent and special characteristics, and the socio-cultural identity of learners, as well as the various (inter)national social-phenomena (e.g., media socio-phenomenon, Internet phenomenon, revival phenomenon, etc.) of the past and present, should always be taken into account by education administrators and educators, in order to maintain a quality and sustainable future education.

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Exploring Active Blended Learning Through the Lens of Team-Based Learning

Cases on Active Blended Learning in Higher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-7856-8.ch009 ◽

2021 ◽

pp. 172-192

Author(s):

Rachel Maxwell ◽

Roshni Khatri

Keyword(s):

Blended Learning ◽

Learning Experience ◽

Teaching Strategy ◽

Learning Technologies ◽

Learning Spaces ◽

Approach To Learning ◽

Learning And Teaching ◽

The Core ◽

Team Based Learning ◽

Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

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Evaluating the introduction of team-based learning in a pharmacy consultation skills module

Pharmacy Education ◽

10.46542/pe.2020.201.151157 ◽

2020 ◽

pp. 151-157

Author(s):

Simon Tweddell

Keyword(s):

Thematic Analysis ◽

Teaching Strategy ◽

Approaches To Learning ◽

Pharmacy Education ◽

Learning And Teaching ◽

Written Comments ◽

Team Based Learning ◽

Course Material ◽

Consultation Skills ◽

Evaluation Survey

The learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of- year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.

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