scholarly journals Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Rosa Alvarez-Bell ◽  
Derrick Wirtz ◽  
Hui Bian
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Instructional Practices ◽  
Learning Approach ◽  
Innovative Teaching ◽  
Teaching Student ◽  
Team Based Learning

scholarly journals Using audience response systems to enhance student engagement and learning in information literacy teaching

2017 ◽  
Vol 11 (2) ◽  
pp. 28 ◽  
Author(s):  
Paula Funnell
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Information Literacy ◽  
Controlled Study ◽  
Learning Approach ◽  
Audience Response ◽  
Audience Response Systems ◽  
Online Tools ◽  
Response Systems

One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools.

The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students

2012 ◽  
Vol 34 (2) ◽  
pp. 128-139 ◽  
Author(s):  
Paul Chad
Keyword(s):  
Student Engagement ◽  
Teaching Strategy ◽  
Positive Influence ◽  
Student Interest ◽  
Innovative Teaching ◽  
Marketing Education ◽  
Team Based Learning ◽  
First Time ◽  
Marketing Educators

Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to enhance student engagement and improve teamwork and, hence, overcome the typical problems faced by educators. This case study examines the first-time use of TBL in a postgraduate marketing subject at an Australian university. The results indicate that the TBL innovation has a positive influence on student engagement and offers opportunities to assist learning. The study concludes that TBL is an effective teaching process enabling educators to offer students enhanced and stimulating learning experiences. The case study contributes to the marketing education literature by assessing the first-time TBL experience of students and educator. Key issues addressed are student engagement, opportunities for learning, and the benefits of teamwork in preparing students for the workforce. Significantly, the research also offers practical advice for marketing educators desirous of developing and implementing effective and engaging pedagogy via TBL.

Impact of Outcome-Based Assessment on Student Learning and Faculty Instructional Practices

2013 ◽  
Vol 40 (2) ◽  
pp. 128-138 ◽  
Author(s):  
Susan D. Dawson ◽  
Tess Miller ◽  
Sally F. Goddard ◽  
Lisa Maag Miller
Keyword(s):  
Student Learning ◽  
Instructional Practices
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