Changing Pedagogical Styles: A Case Study of the Trading Game in a Japanese University

Autor/inn/en	Takahashi, Satoru; Saito, Eisuke
Titel	Changing Pedagogical Styles: A Case Study of the Trading Game in a Japanese University
Quelle	In: Teaching in Higher Education, 16 (2011) 4, S.401-412 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Global Approach; Foreign Countries; Teaching Methods; Teaching Styles; Educational Change; Case Studies; Educational Games; Interpersonal Relationship; Student Attitudes; Instructional Effectiveness; Undergraduate Students; Conventional Instruction; Comparative Analysis; Interaction; Japan + Suchen Sie Ihr Suchwort? Globales Denken; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Bildungsreform; Case study; Fallstudie; Case Study; Educational game; Lernspiel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Unterrichtserfolg; Interaktion
Abstract	Even in recent times, students in Japanese universities have few opportunities to work in groups and interact with their peers. The purpose of this study was to examine interpersonal games and to investigate the significance of introducing a participatory style of teaching in the context of higher education in Japan. In particular, the study aimed to investigate the significance of students' experiences with regard to this style of teaching. The Trading Game was played by students of undergraduate courses in Daito Bunka University in Japan over a period of three years. The results revealed the following: (1) students showed an increased understanding of the realities of the global economy; (2) greater interactions were observed in the participatory style of teaching, as compared with conventional teaching; and (3) the students realised the importance of developing a broader outlook. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10