Logo image
Back
The impact of academics' learning and teaching preferences on their teaching practices: A pilot study
Journal article   Peer reviewed

The impact of academics' learning and teaching preferences on their teaching practices: A pilot study

L. Willcoxson
Studies in Higher Education, Vol.23(1), pp.59-70
1998
DOI: https://doi.org/10.1080/03075079812331380492
url
Link to Published Version *Subscription may be requiredView

Abstract

This study investigated factors underlying the approaches to teaching and the teaching strategies adopted by lecturers in four distinct academic disciplines. It examined the relationship between the way academic staff like to learn and the way they like to teach and the reasons they use the teaching strategies they adopt in lectures. It also examined the relationship between academics' perceptions of their teaching and their students' perceptions of their teaching and investigated the relationship between academics' perceptions of what students do in lectures and their students' reports of what they do in lectures. Results suggest little enthusiasm for lectures as a teaching or learning method, but few attempts by academics to depart from the traditional lecture method, even amongst those with a personal preference for learning in groups. Marked contrasts were found between lecturer and student reports of the teaching strategies used in lectures and lecturer and student reports of student activity in lectures.

Details

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

Metrics

43 Record Views
45 Times Cited - Web of Science

InCites Highlights

These are selected metrics from InCites Benchmarking & Analytics tool, related to this output

Citation topics
6 Social Sciences
6.11 Education & Educational Research
6.11.31 Self-Regulated Learning
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
Logo image