PILOT EXPERIENCE ON STUDENTS´ PREFERENCES REGARDING DIFFERENT TEACHING METHODOLOGIES Luis María...
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PILOT EXPERIENCE ON STUDENTS´ PREFERENCES REGARDING DIFFERENT TEACHING METHODOLOGIES Luis María López-Ochoa (*) Luis María López-González César García-Lozano Jesús Las-Heras-Casas [email protected]
PILOT EXPERIENCE ON STUDENTS´ PREFERENCES REGARDING DIFFERENT TEACHING METHODOLOGIES Luis María López-Ochoa (*) Luis María López-González César García-Lozano
PILOT EXPERIENCE ON STUDENTS PREFERENCES REGARDING DIFFERENT
TEACHING METHODOLOGIES Luis Mara Lpez-Ochoa (*) Luis Mara
Lpez-Gonzlez Csar Garca-Lozano Jess Las-Heras-Casas
[email protected]
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INDEX Background Purpose of the study Description of the study
Conclusion
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BACKGROUND (I) The European Higher Education Area (EHEA)
Academic freedomThe University of La Rioja
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BACKGROUND (& II) Quality as an objective of teaching
Teaching quality as a non specific and general concept Teaching
quality is a relative and multi-faceted concept The professor as
the primary guarantorThe student as the principal point of
reference for certificationPurpose: Analyse university
teaching
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PURPOSE OF THE STUDY (I) PRODUCTS SERVICES Are generally
tangibleAre generally intangible Ownership of the product purchased
is passed onOwnership is not passed on Can be re-soldCannot be
re-sold Can be shown and tested before purchasing There is no
before the purchase and therefore it cannot be shown or tested Can
be storedCannot be stored Is produced before it is consumedIs
consumed while it is being produced Production and consumption
often do not occur in the same place Production and consumption do
tend to occur in the same place Can be transportedCannot be
transported Indirect relationship between the producer and the
consumer Direct relationship between the producer and the consumer
Quality of Service
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PURPOSE OF THE STUDY (II) Subjective Quality OBJECTIVE
QUALITYSUBJECTIVE QUALITY Internal perspective of qualityExternal
perspective of quality Focus on production/supplyFocus on
marketing/demand Adapts to pre-established specificationsThe client
is the authentic judge of quality Provided without any mistakes,
reduces costs and avoids deviations from the established standard
Business is able to determine the needs, wishes and expectations of
the clients Adequate for standardised activities Activities
involving a significant amount of contact with the client
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PURPOSE OF THE STUDY (III) Dimensions of Quality of Service
DIMENSIONDESCRIPTION Tangible components Appearance of physical
facilities, teams, personnel and communication materials
Reliability Ability to provide the service promised in a reliable
and accurate manner ResponsivenessWillingness to help clients and
provide them with an efficient service Professionalism Possessing
the abilities and knowledge required for the provision of the
service CourtesyPersonnel is attentive, considerate, respectful and
friendly CredibilityBelief in, and sincerity and honesty about the
service provided SecurityDanger, risks and concerns do not exist
AccessibilityAccessible and easy to contact Communication Maintain
clients well-informed, using a language they can understand, and
also listening to clients Understanding clientsMake an effort to
get to know clients and their needs
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PURPOSE OF THE STUDY (& IV) KNOWLEDGESPHERE Disciplinary
knowledge Teacher training General pedagogical knowledge, teaching
principles and strategies. Knowledge of the foundations of
education, its objectives and purposes. Curricular knowledge,
syllabus and materials.Teaching management Didactic content
knowledgeMastery of content Knowledge of students and their
characteristics.Knowledge of students Knowledge regarding the
educational context and culture. Identity of the educational
centre
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DESCRIPTION OF THE STUDY (I) Dimensions of quality of a service
Tangible components Reliability Responsiveness Security Empathy *
our research focuses on the preferences students To evaluate their
motivation and predisposition to participate in the
teaching-learning process.
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DESCRIPTION OF THE STUDY (II)
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DESCRIPTION OF THE STUDY (III) Positivist focus: A descriptive
study Positivist focus: A descriptive study naturalist methodology
students dedication different teaching-learning paces complaints,
opinions, and requests naturalist methodology students dedication
different teaching-learning paces complaints, opinions, and
requests Naturalist approach: An experimental study Naturalist
approach: An experimental study
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DESCRIPTION OF THE STUDY (IV)
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DESCRIPTION OF THE STUDY (V) Vocation: One out of two
Motivation (EHEA): One out of ten Dedication: Low level
Methodologies: Traditional preferences Vocation: One out of two
Motivation (EHEA): One out of ten Dedication: Low level
Methodologies: Traditional preferences Positivist approach: A
descriptive study naturalist methodology students dedication
different teaching-learning paces complaints, opinions, and
requests naturalist methodology students dedication different
teaching-learning paces complaints, opinions, and requests
Naturalist approach: An experimental study Naturalist approach: An
experimental study ?
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DESCRIPTION OF THE STUDY (& VI) PROFILEOBJECTIVECOGNITIVE
STRATEGIESMOTIVATION Apathetic Complete the academic activity with
the least amount of effort possible Superficial processing and low
level of complexity Extrinsic (improved options on the job market)
Competitive Achieve the best academic results possible Mixed
(superficial and in-depth)Undefined Committed Clear focus on
learning In-depth processing with a high level of complexity
Intrinsic (high degree of responsibility and commitment) ?
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CONCLUSIONS at the last minute this profile often changes to a
competitive profile The average student pertains to the apathetic
profile Committed student ?