Teaching method

Résumé

A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about. The approaches for teaching can be broadly classified into teacher-centered and student-centered. In a teacher-centered (authoritarian) approach to learning, teachers are the main authority figure in this model. Students are viewed as "empty vessels" whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through obje

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An experience in teaching OOD for Ada Software

Catherine Jean

This report relates an experience in teaching an object-oriented method for designing software implemented in Ada.

1990

Chargement

Emergency adaptation to distance learning: no magic bullet, but where there’s a will, there’s a way

Caroline Pulfrey

Whilst, in many countries, the sudden enforced transfer to large-scale distance learning in state schools as a result of COVID_19 lockdown measures caused turmoil, it also provided an unprecedented opportunity to understand more about key factors associated with successful uptake of distance learning in the context of national education systems. Past research on distance-learning has often been limited to specific contexts and functions, but the widespread nature of the pandemic lockdown meant that for a period of time, a majority pupils in public education were following distance education programs. In this research, we build on previous models of e-learning accessibility to create a holistic model of core determinants of distance-learning uptake. In this model outcome variables include teacher estimations of the percentage of their pupils following online learning programs during a six-week period and teacher perceptions of online teaching success. Predictor variables include three core dimensions: contextual factors (school infrastructure, equipment, number of pupils being taught and the school itself), individual factors (teacher and pupil competence, autonomy and motivation to work with distance learning) and pedagogic factors (tools and teaching methods used). The model was tested within the context of the Swiss national lockdown starting on March, 13th 2020 and lasting two months. Data was collected in one Swiss canton. An online survey was issued to all teachers in state education for pupils in primary and secondary schools. 5,666 teachers participated and, in addition, forty-five teachers were interviewed using semi-directed interview techniques. Participation was voluntary. Results of regression analyses carried out on the survey data, controlling for school-level effects, and backed by qualitative data from interviews, revealed two key and inter-related findings. Firstly, we saw that a wide range of factors contributed to lower rates of pupil drop-out and higher levels of teacher perceived success. These included elements of all three core dimensions. Contextual factors (equipment, communication, pupils’ family-organization, the degree of psychological and practical support provided to teachers by their schools) played a role, as did individual factors (the competence, experience and motivation of teachers themselves and their pupils). Likewise pedagogic factors (choice of tools for distance teaching and methods used to organize learning) had significant relations with estimated pupil uptake and teacher perceptions of success in distance teaching. The second main finding revealed that, while certain pedagogic tools such as video-conferencing with cameras on and messaging had a positive main effect on pupil uptake, the success of other tools, such as online collaborative platforms was moderated by teacher motivation, having a positive effect on pupil uptake when associated with teacher beliefs in the importance of maintaining contact and providing feedback to their pupils. The first result points to the need for a coherent, coordinated approach to distance learning that takes into account the multitude of factors relating to school, pupils, teachers, tools and methods. The second result underlines the fact that it is not just the tools teachers use for distance teaching that matter, but their intention behind the use and the resulting way they use the tools that makes the difference. Keywords: Large-scale distance learning, holistic model, teacher motivation, pedagogic tools, pedagogic methods

2022

Chargement

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In this paper we examine the impacts of the global pandemic in 2020 on different levels of education system, particularly looking at the changes in teaching practice. The health emergency caused closure of schools, and online distance education became a temporary solution, creating discomfort for many teachers for whom this was the first time engaged with online education. In our research we investigated two important dimensions, namely, how technology was used and what the newfound distance meant in terms of the teacher-student relationship. The article offers insights into experiences of teaching from lockdown reported by 41 teachers at primary, vocational and higher education level in the region of Vaud, Switzerland. This comparative qualitative research has provided an opportunity for an in-depth analysis of the main similarities and differences at three distinctly different educational levels and a possibility to learn more about common coping practices in teaching. The study gives a contribution to a lack of comparative studies of teacher experiences at different educational levels. Results show two dimensions in handling the lockdown crisis: mastering the digital tools and the importance of student–teacher interaction. Whilst the interviewed teachers largely overcame the challenges of mastering digital tools, optimizing the quality interaction and ensuring the transactional presence online remained a problem. This indicates the importance of the social aspect in education at all levels, and implies that teacher support needs to expand beyond technical pedagogical knowledge of online distance education.

2021

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