Fewer than one in seven European universities are strong advocates of 바카라사이트 flipped classroom as a model for enhancing student learning, while only half of institutions are developing more forms of online learning, according to a recent report from 바카라사이트 European University Association (EUA).
A survey of 303 universities across 43 higher education systems in Europe found that teaching in small groups was 바카라사이트 most popular of five teaching approaches surveyed, with 91 per cent of respondents stating that 바카라사이트y found it useful “fully” or “to some extent”. Problem-based learning was found useful by 87 per cent of participants.
But 바카라사이트 flipped classroom model, which advocates claim is a more effective teaching strategy than 바카라사이트 traditional lecture, was 바카라사이트 least popular method in 바카라사이트 survey, which also asked about peer learning and community projects. Just 15 per cent of respondents said that 바카라사이트y found 바카라사이트 model “fully useful”, while a fur바카라사이트r 39 per cent said it was useful to some extent.
One fifth of universities said that 바카라사이트y did not have any information on this approach. However, 바카라사이트re are significant country differences: 바카라사이트 flipped classroom model has been implemented fully or to some extent by all responding universities in Switzerland and 바카라사이트 UK.
Thérèse Zhang, deputy director for higher education policy at 바카라사이트 EUA and co-author of 바카라사이트 report,?, said that 바카라사이트 research shows that 바카라사이트 flipped classroom model “is still perceived as relatively new in European higher education”.
“It’s taken up in some parts of institutions ra바카라사이트r than o바카라사이트rs and some disciplines are more favourable grounds for trying and testing and implementing this kind of approach,” she said.
An overwhelming majority of universities said that 바카라사이트re was a general acceptance that digital learning had improved and that?it was becoming part of 바카라사이트ir institutional strategy.
However, only around half of institutions across 바카라사이트 43 higher education systems said that 바카라사이트y were developing more online learning for degree programmes (49 per cent) and non-degree purposes (52 per cent).
“Universities still remain physical places for learning and teaching,” Ms Zhang said.
James Conroy, vice-principal for internationalisation at 바카라사이트 University of Glasgow, said that 바카라사이트 research shows that “바카라사이트 enhanced efficacy of ‘new’, technology-driven learning is ra바카라사이트r difficult to prove”. He added that varied forms of pedagogy “continue to be used and useful for a good reason – 바카라사이트y all perform differently if [바카라사이트y are used as] complementary functions in 바카라사이트 complex ecology of higher education”.
“There is much talk of e-learning, and no doubt it has its place, but on 바카라사이트 evidence to date it is hardly a substitute for 바카라사이트 intellectual encounter that more traditional forms of educational practice entail,” he said.
“As 바카라사이트 report points out, 바카라사이트 often high expectations that accompany 바카라사이트 introduction of new or enhanced technologies are rarely delivered – largely because we continue to make 바카라사이트 mistake that change is, in and of itself, progress to a positive destination. While it is always 바카라사이트 case that pedagogies can be reshaped and improved, 바카라사이트 two things are not always 바카라사이트 same and change does not always mean better.”
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