Constructive Alignment (CA) is a pedagogical tool for designing student-centered instruction aligned to learning outcomes. Despite strong evidence that CA and student-centered instruction are superior to lecture-based pedagogy, the latter remains prevalent across higher education. This descriptive-explanatory case study (n=20) investigates how…

Although there is growing evidence that the flipped classroom approach (FCA) positively impacts the student learning experience and outcomes, much less is known about the educator's experience. This study aimed to explore how educators across several disciplines in a regional Australian University describe their experience of using the FCA.…

Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students' engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that…

Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs…

A common concern of faculty members is student evaluations of teaching scores. Many factors influence student evaluations of teaching including how the course is designed. This study investigated student evaluations of teaching across three pedagogical techniques: the traditional lecture (where lectures were not recorded), recorded lectures, and a…

Small class size is often used as an indicator of quality in higher education, and some research suggests that instructors in smaller classes more often use activities that are learner-centered and that involve physical and mental activity on the part of learners, such as group work, simulations, and case studies. However, we have little…

This study examines how academics and students from different disciplines perceive teaching and knowledge acquisition. University academics and students from both hard and soft disciplines completed the Domain-specific Epistemological Beliefs Questionnaire and the Approaches to Teaching Inventory. Results showed that academics held more…

There is a distinct lack of research that has considered university staff use of and attitudes towards Facebook. The aim of this study was to gain an understanding of how teaching staff at one UK university use Facebook, and their attitudes towards Facebook and online professionalism, in terms of the student-staff relationship. An online survey…

Appropriate use of instructional technology can be an elusive quest for many faculty members. The iTouch is one of the latest technologies available to us, yet there is little literature on its use and effectiveness to support learners in their learning. Six new faculty members from various disciplines elected to integrate the device in their own…

As digital natives from the "wired" Net Generation permeate today's classrooms, and educators adapt to students' digital expectations, exploring the pedagogical use of educational technology is essential for today's faculty. Student competency in oral communication and presentation skills transcends disciplines in higher education, as does the…

A Center for Teaching and Learning provided Flip camcorders to a group of 10 new faculty members, who were asked to use this teaching tool in their classroom instruction. The classes included mathematics, political science, computer engineering, psychology, business, music and dance. The qualitative results indicate that all faculty members and…

This research explores the experiences of a group of academics learning to teach with problem-based learning (PBL) and how a community of practice (COP) supported this transition. An action-research project evaluated both PBL experiences and group processes. Teachers were enthusiastic about PBL but experienced a variety of problems during the…

This article reports a study on the effectiveness of university teachers training involving 22 universities in 8 countries. A training group of teachers and their students were studied at the start of their training and one year later. A control group of new teachers received no training and both they and their students were studied in the same…

Structured mid-term feedback allows teaching staff to evaluate their effectiveness from the student perspective while the term is in session. Why do lecturers participate in these programs? What do they feel they learn as a result? How do they use the information gathered? Do these programs promote change in the way classes are conducted? At one…