Higher Education Trends (1997-1999): Instruction. ERIC-HE Trends.

Autor/in	Kezar, Adrianna J.
Institution	ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. Graduate School of Education and Human Development.
Titel	Higher Education Trends (1997-1999): Instruction. ERIC-HE Trends.
Quelle	(1999), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Active Learning; College Instruction; Educational Research; Higher Education; Interdisciplinary Approach; Literature Reviews; Multicultural Education; Outcomes of Education; Teacher Effectiveness; Teaching Skills; Teaching Styles; Technology + Suchen Sie Ihr Suchwort? Aktives Lernen; Hochschullehre; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Multikulturelle Erziehung; Lernleistung; Schulerfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrstil; Unterrichtsstil; Technologie
Abstract	The literature on college instruction reached a peak in 1996, one reason being that this topic relates to the larger discussion about the changing role of higher education and to faculty members' changing priorities. Trends identified include the integration of technology into instruction; an emphasis on interdisciplinary teaching and learning; active learning; and the outcomes and "quality" of learning. Underlying these themes is an emphasis on learning rather than on teaching. Several studies examine how the use of technology is changing the learning process, the structure of knowledge, and the nature of instruction. A limited number of articles focus on interdisciplinary programs and instruction, with the discussion usually related to technological instruction. However, one study describes an interdisciplinary program for freshmen that focuses on development of critical thinking, nonverbal communication, writing, and speaking. Many authors describe techniques for engaging students through active learning, but no consensus is seen in the literature on outcomes and quality assessment. Several studies address the issue of balancing research, teaching, and service, and studies on setting standards for exemplary teaching seem to illustrate agreement on the relative merits of good teaching. There is minimal research on how different pedagogical styles can create more inviting learning environments for different racial or gender groups. (Contains 46 references.) (JM)
Anmerkungen	ERIC Clearinghouse on Higher Education, One Dupont Circle, N.W., Suite 630, Washington, DC 20036-1183. Tel: 800-773-3742 (Toll-Free); Fax: 202-452-1844; Web site: . For full text: .
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01