NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ972561
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1052-4800
Teaching without Telling: Contemporary Pedagogical Theory Put into Practice
Feden, P.
Journal on Excellence in College Teaching, v23 n2 p5-23 2012
Despite years of research on effective teaching suggesting that learners must engage actively in the process and that teachers should vary their instructional strategies, direct instruction using lecture continues to dominate in America's college classrooms. The author reviews selected studies focusing on effective instructional practices and illustrates how current pedagogical research based upon cognitive science can be used to broaden these instructional strategies and lead to higher student satisfaction with classroom learning. A specific course is used as a practical example to illustrate the manner in which contemporary research guided both the course's development and implementation. Student outcomes and evaluations are shared to judge the efficacy of reducing lecture and increasing student intellectual engagement through active learning. (Contains 1 table and 4 figures.)
Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.muohuo.edu/ject
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania