Comparison of Teaching Learning Techniques by Teachers and Students of Vocational Technical Institutes. Research Project. Final Report.

Titel	Comparison of Teaching Learning Techniques by Teachers and Students of Vocational Technical Institutes. Research Project. Final Report.
Quelle	(1978), (178 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accountability; Cognitive Style; Educational Research; Knowledge Level; Learning; Learning Activities; Learning Processes; Postsecondary Education; State Surveys; Student Attitudes; Student Evaluation of Teacher Performance; Teacher Attitudes; Teacher Effectiveness; Teaching Methods; Technical Institutes; Vocational Education; Maine + Suchen Sie Ihr Suchwort? Verantwortung; Cognitive styles; Kognitiver Stil; Bildungsforschung; Pädagogische Forschung; Wissensbasis; Lernen; Lernaktivität; Learning process; Lernprozess; Post-secondary education; Tertiäre Bildung; Schülerverhalten; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Technische Fakultät; Ausbildung; Berufsbildung
Abstract	The typical teaching techniques used by post secondary faculty in vocational technical institutes were identified and assessed to determine how helpful students felt these techniques were for their learning. Two surveys were conducted. One form was distributed to the faculty and the other to students of the six vocational technical institutes in Maine. An analysis of 167 faculty responses showed that the most frequently used techniques were lecture, written examinations, demonstration, homework, and practical examinations. Differences were found on certain techniques when the responses were compared by age, personality type, program, and types of teaching. Based on 1400 student responses, the results indicated that students preferred "hands on" experiences and interactive techniques. Differences in how students valued the teaching techniques were apparent when responses were grouped according to learning style and demographic variables. A comparison of teacher and student views showed that there is agreement that "hands on" type of experiences are very effective, and students rate as helpful in the learning process the most frequently used techniques by the faculty. (This report contains forty-four data tables. Both survey forms and the examples of successful and innovative teaching practices listed by the faculty are appended.) (EM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC