Eighteenth Century English Literature and History: A Team-Teaching Model

One of the notable changes in English literature during the eighteenth century is a growth in altruism. It is a change which involves not only a breaking down of the old aristocratic indifference to the lower classes of society during the Restoration, but the establishment of a new ethical theory; literature displayed a broader human interest and assigned a new reason for its sympathy. It is usually assumed that the difference is due principally to the influx of French philosophy. This assumption at least minimizes the importance of a development which had taken place in the literature of England itself before the general interest in Rousseau. (The change, especially in poetry, is to be traced largely, I think, to the Characteristics (1711) of Lord Shaftesbury, whose importance as a literary influence in England has never been duly recognized. It has long since been established that his system of philosophy constitutes a turning-point in the history of pure speculation, especially in ethics; it has more recently been shown also that he is responsible for many of the moral ideas which inform the popular literature of Germany from Haller to Herder. But his influence upon the popular writers of his own country has received scant notice.

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Research on Team Teaching Model Based on Deep Learning Theory

10.1109/iccasit53235.2021.9633354 ◽

2021 ◽

Author(s):

Chuanxin Fang ◽

Yanfeng Liu ◽

Min Deng

Keyword(s):

Deep Learning ◽

Learning Theory ◽

Team Teaching ◽

Teaching Model ◽

Model Based

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Problematizing Enclosure in Eighteenth-Century English Literature

An Ecological and Postcolonial Study of Literature ◽

10.1057/9780230604377_3 ◽

2007 ◽

pp. 77-111

Author(s):

Robert P Marzec

Keyword(s):

Eighteenth Century ◽

English Literature

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Team Teaching in the Online Graduate Environment

International Journal of Information and Communication Technology Education ◽

10.4018/jicte.2011100107 ◽

2011 ◽

Vol 7 (4) ◽

pp. 72-83 ◽

Cited By ~ 3

Author(s):

Richard G. Fuller ◽

Jean Bail

Keyword(s):

Team Teaching ◽

Teaching Model ◽

Research Model ◽

Statistical Process ◽

Online Instructors ◽

Student Responses ◽

Presence Data ◽

Statistics Course ◽

Instructor Presence ◽

Design Students

Team teaching has long been thought to have positive benefits for learners and teachers in a variety of educational settings. Using an action research model the authors describe the outcomes of team teaching an online graduate level disaster research and statistics course. Separated geographically, two online instructors taught at a distance over the course of five semesters using an interactive team teaching model that allowed for greater interaction and instructor presence. Data was reviewed from instructor reflective logs and student responses to the team teaching model. Results of the study indicate that there was a positive benefit in developing synergy in content and pedagogies, continued instructor learning and continuous reflection on instructional design. Students also reported greater instructor presence and a greater understanding of the research and statistical process through immediacy of feedback and the added access and clarity that resulted from the team teaching process. The use of an interactive team teaching model provides greater clarity and interaction with students and should be considered as an online pedagogical opportunity.

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Adaptive Learning Mode of a Multimedia-based "English Literature" Learning System

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v12i01.6483 ◽

2017 ◽

Vol 12 (01) ◽

pp. 71 ◽

Cited By ~ 3

Author(s):

Jie Mei ◽

Yanhong Guo ◽

Xiaokun Li

Keyword(s):

Adaptive Learning ◽

English Literature ◽

Learning System ◽

The Self ◽

Independent Learning ◽

Learning Ability ◽

Teaching Model ◽

Learning Situation ◽

Teaching Pattern ◽

Self Adaptive

In this paper, a multimedia-based English pronunciation learning system was designed. On this basis, a self-adaptive learning mode which consists of the teaching mode and the independent learning mode was proposed. The self-adaptive teaching model uses corpus technology and covers the exploratory “3I” (Illustration-Interaction-Induction) teaching model, thereby changing the traditional teaching pattern of “spoon-feeding”; when it comes to the independent learning mode, the self-adaptive system can automatically set corresponding learning tasks according to the learning situation of students, to improve the autonomy and differences of students’ self-learning. At the same time, the approach of comparative teaching was especially adopted to test the validity of this system and the learning mode. Specifically, the exquisite course of “English Literature” for students of Grade 2015 majoring in English was selected as the experimental group, to compare with the learning situation of their counterparts of Grade 2014 in the last year. The results show that the learning mode is remarkable in its teaching practicality, could bring a significant effect on improving teaching efficiency and students’ independent learning ability, and enjoys a high research value and a promising application prospect.

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