The articles presented by authors in this issue of IETI present a wide range of topics related to teaching and learning in Higher Education, and come from an international context, as is usual with this journal. We are indeed fortunate to be able to hear about work from colleagues from across the globe. With many of us grappling with similar challenges, it is heartening to share ideas and find viable solutions. The themes explored in this issue include eLearning, innovation and entrepreneurial learning, lecture based learning and an interviewing technique designed to assist in effecting change.
We begin the issue with Choi and Youngju Lee’s piece on using the flipped classroom in a multimedia production class. Using a traditional experiment model with three groups the author demonstrates how the flipped classroom led to improved student performance in a multimedia task. Next, Sansone, Lirogio and Buglass report on a study exploring the effectiveness of students performing the role of tutor in online discussions. Calling this ‘etutoring’, the authors describe the approach in sufficient detail for others to replicate their work and shows how the experience was of benefit to the students, both those who acted as etutors and those who took part in the discussions.
Our next collection of papers explores issues related to innovation and Experiential Education. Al-Husseini and Elbeltagi begin this section of the issue with an examination of the impact of knowledge sharing processes on innovation. In the context of Iraq the authors considered the causal relationship between these two factors within both a public and private university. While differences emerged between the two types of institution, the author was able to develop guidelines for researchers and leaders interested in using knowledge sharing to bring about innovation in higher education.
Chian’s novel approach to problem solving by engineering students involves students following an incorrectly worked problem with the aim of identifying the errors and explaining the correct path. Interestingly, while students reported that they preferred the error finding approach they performed better when using the traditional method of solving a problem for themselves. Chian suggests this may be due to students’ familiarity of the traditional method. Nonetheless, this is an interesting approach that would justify further investigation by colleagues in engineering and other disciplines.
Problem Based Learning (PBL) is a popular teaching method in medicine and many other disciplines. Proponents argue that PBL leads to improved learning, particularly contextual professional based learning. Yunfeng He and a group of authors decided to explore whether PBL was also more effective than lecture based learning (LBL) when it comes to developing students’ questioning skills. In this study the authors found that PBL was indeed more effective than LBL since students using the former approach ask more efficient questions and fewer of them to complete the task.
Ramsgaard and Christensen explore several experiential learning settings in the context of a course in innovation and project management. Their focus is on how the design of learning spaces can influence course outcomes taking the perspective of students as the central concern.
The third group of papers concerns various aspects of lecture-based teaching. We begin with McCullough and Munro’s account of implementing active learning activities into a lecture-based course. While they report engagement and approval by most students, they are also candid in recording the responses from less enamoured students. Their conclusion that much depends on the enthusiasm of the lecturer will chime with the experience of many readers.
Hong, Pi and Yang’s paper provides an account of quasi-experimental comparison of the use of video lectures with or without a lecturer and according to whether the content concerned procedural or declarative knowledge. The study’s findings will be of interest to anyone engaged in creating videos of lectures concerned to ensure the presence or absence of the lecturer assists in student learning.
Mostert and Townsend continue with the theme of active learning techniques used in lectures, this time in the context of teaching academic writing. In this paper you will find described several teaching strategies including micro-themes, peer feedback, annotated bibliographies and word clouds. Interestingly, the authors record a discrepancy between the perspectives of instructor and student that we would do well to consider.
Finally, in this issue we have some innovative ideas that readers may wish to emulate. The first of these, from Mazloomi, continues Mostert’s concern with academic writing. In this case the application of self-assessment training when applied to writing skills. Mazloomi provides evidence for the efficacy of this approach.
Brophy and Guerin explore the use and absence of stories in students’ presentations. This is contrasted with the high frequency of the use of story when verbally discussing an issue. Brophy posits the theory that story telling has a particular role in conversation that is often absent from presentations.
Finally, Wells and Jones take the well-worn path of utilising an approach used in one setting and applying it out in another. In this case the authors examine the use of motivational interviews, which are used in a health setting to encourage change without judgement, using a collaborative stance, and apply it in the context of teaching.
In total this issue of Innovations in Education and Teaching International offers a combination of ideas, practical solutions and innovative approaches. The issue would not exist were it not for the authors and readers, but also the reviewers. If you would like to be involved in the work of the journal, please consider joining us as a reviewer, see the journal website for details.
Teaching Commons, York University, Toronto, Canada
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