What could be more important to college and university facultythan teaching well?
Indeed, in the past several years researchers have not onlyinvestigated key variables influencing teaching and learning, theyalso have applied empirical findings to develop and refine newsystems of teaching and learning–approaches that provide theinfrastructure for the day-to-day organization and assessment ofstudent learning over the course of an academic term. This volumepresents an overview of these systems and offers an assessment ofthe effectiveness of each relative to both student learning andenjoyment of the learning process.
Written by leading teaching scholars, these systems include thelecture, problem-based learning, case studies, team-based learning, interteaching, service-learning, just-in-time teaching, Web-basedcomputer-aided personalized instruction, and online teaching. Eachcontributor outlines the basic principles of a system, describeshow to implement the system, and reviews the system’soverall effectiveness.
This is the 128th volume of the Jossey-Bass higher educationquarterly report New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques forimproving college teaching based on the experience of seasonedinstructors and the latest findings of educational andpsychological researchers.
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Editors’ Notes 1
William Buskist, James E. Groccia
1. Need for Evidence-Based Teaching 5
James E. Groccia, William Buskist
This chapter describes what evidence-based teaching is and whyit is necessary for enhancing the quality of teaching and learningthat takes place in higher education, thus providing a rationalefor the remaining chapters in the volume.
2. The Lecture 13
S. Raj Chaudhury
This chapter reviews the basic mechanics of the lecture anddescribes the variety of ways that approaches to lecturing might beenhanced based on recent research advances in the cognitivesciences.
3. Problem-Based Learning 21
Deborah E. Allen, Richard S. Donham, Stephen A. Bernhardt
The authors describe the fundamental components ofproblem-based learning and review the research data on itseffectiveness as a teaching tool for fostering deep studentlearning.
4. Case Study Teaching 31
Clyde Freeman Herreid
This chapter outlines the variety of case study teachingmethods, the conditions under which teachers most often use themand its effectiveness in producing student learning. In addition, the author describes a model to help teachers decide which casestudy method to use given their particular teaching and learninggoals.
5. Team-Based Learning 41
Larry K. Michaelsen, Michael Sweet
The authors explain the principles on which team-based learningis predicated and the value of this system in promoting teamdevelopment and critical thinking. This chapter also reviews theempirical evidence for the effectiveness of team-based learning inproducing deep student learning.
6. Interteaching 53
Bryan K. Saville, Tracy E. Zinn
Drawing on the early history of behavioral approaches to highereducation, the authors describe a relatively new teaching systemcalled interteaching and review the growing body of evidence of itseffectiveness relative to traditional approaches to college anduniversity teaching.
7. Just-in-Time Teaching 63
Gregor M. Novak
This chapter details the nuts and bolts of Just-in-Time Teaching and the implementation procedures for using it in thecollege classroom. The author also reviews research evidenceshowing that this system of teaching enhances student motivationand deep learning.
8. Service-Learning 75
Peter Felten, Patti H. Clayton
Focusing on the unique ways in which service-learning engagesstudents in learning, the authors elucidate the basic principlesunderlying this system of teaching and learning and evaluate theevidence that it enhances student learning outcomes across avariety of outcomes, including transformative learning.
9. Web-Based Computer-Aided Personalized System of Instruction 85
Joseph J. Pear, Gabriel J. Schnerch, Kathleen M. Silva, Louis Svenningsen, Jody Lambert
This chapter describes a Web-based approach to teaching andlearning known as Computer-Aided Personalized System of Instruction. The authors review its basic tenets, the means bywhich it is implemented, and the evidence supporting itseffectiveness in achieving high rates of student learning.
10. Online Learning 95
Edward H. Perry, Michelle L. Pilati
The authors trace the history of online teaching, review itsbasic principles and methods of implementation, address facultyresistance to it, and evaluate its effectiveness for producingpositive student learning outcomes.
11. Evidence-Based Teaching: Now and in the Future105
William Buskist, James E. Groccia
This chapter reviews the basic empirical findings supportingeach of the teaching and learning systems described in earlierchapters and calls for a concerted effort on the part of allteachers to expand the evidence base of effective college anduniversity teaching.
INDEX 113
Mengenai Pengarang
William Buskist is Distinguished Professor in the Teaching of Psychology at Auburn University. In the past decade, he has published over 20 articles on teaching, delivered over 60 presentations and workshops on the teaching of psychology, and has received over a dozen teaching awards.
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