A case study of teaching styles at One Ontario college
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Notice bibliographique
Résumé
The purpose of this case study was to explore, describe, and compare the teaching styles practiced by faculty members at Loyalist College (permission to name received) with those articulated in college documents, and espoused by academic deans and faculty. This exploratory descriptive study focused on the practiced teaching styles as self-reported by participating faculty at Loyalist College, compared to the formally espoused approach to teaching adult learners at this College. Furthermore, this research identified trends of practiced teaching styles of participating faculty regarding their demographic profile, educational philosophy, and level of participation in professional development activities. To explore, describe, analyze and compare the approach to teaching adult learners at Loyalist College, a mixed method design was utilized through college document analysis, the use of interviews and Conti’s (1982) Principles of Adult Learning Scale (PALS) survey. The quantitative data identified that participating faculty at Loyalist College scored an overall teacher-centred practice, but upon deeper analysis, scores indicated a commitment to a practice that is closer to both teacher and learner-centred. The qualitative data analysis identified that college documents, academic deans and participating faculty espouse more of a learner-centred compared to teacher-centred approach to teaching adult learners at Loyalist College. Comparatively, in ranking of scores, an increased teacher-centred practice was the most popular teaching style (n=15); a very strong learner-centred practice was next (n=8); four faculty identified a very strong teacher-centred teaching style and the same number identified an increased learner-centred approach; finally, one faculty identified an extreme learner-centred approach and one faculty identified an eclectic practice. No faculty at Loyalist College identified an extreme teacher-centred practice. Although the majority of participating faculty were teacher-centred, the scores also indicated a commitment to learner-centred practices. Twenty (60.6%) of participating faculty scored within one standard deviation. Although the findings of this research are not generalizable, they may have implications for practice, policy and further research to incorporate best practices in teaching adult learners at Loyalist College and possibly even the Ontario College system.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle