Abstract
The development visions of universities, the growing heterogeneity of learners at all levels and changes in higher education are increasing expectations of academics’ professionalism and their teaching practices. Learning experiences and teaching practices at university influence further choices and support continuing lifelong learning of university students. This paper presents research results from an empirical survey carried out at Tallinn University in Estonia. It investigates how students experience teaching and teaching practices and how academics experience their own teaching. Within a theoretical framework of adult learning principles, the emphasis is on the importance of and interrelations between teaching practices and the student learning process at university. Relevant data were collected from 235 students, who were asked to fill in a semi-structured questionnaire, and from 9 academic staff members, who were asked to submit reflection papers. The students and the academics in the sample came from three different disciplines: (1) mathematics/natural sciences; (2) educational sciences/teacher education; and (3) social sciences. The empirical data thus gathered were then analysed both qualitatively and quantitatively. The authors’ findings indicate that while students experience current teaching practices as somewhat limited to a one-sided passing on of knowledge to learners, academic staff perceive their teaching as a collaborative process which helps their students’ development. This discrepancy creates tension and thus calls for change.
Résumé
Repenser l’enseignement et la pratique didactique à l’université dans un contexte d’apprentissage tout au long de la vie – Les visions du développement universitaire, l’hétérogénéité croissante des apprenants à tous les niveaux et les changements intervenus dans l’enseignement supérieur engendrent des attentes accrues envers le professionnalisme et les pratiques didactiques des universitaires. Les expériences d’apprentissage et les pratiques didactiques à l’université influencent les choix ultérieurs des étudiants et favorisent un apprentissage poursuivi la vie durant. Les auteures de cet article présentent les résultats d’une enquête empirique réalisée à l’université de Tallinn (Estonie) sur le ressenti des étudiants par rapport à l’enseignement et aux pratiques didactiques, et celui des universitaires par rapport à leur propre enseignement. À l’aide d’un cadre théorique sur les principes de l’apprentissage des adultes, l’accent a été mis sur l’importance des pratiques didactiques et des processus d’apprentissage des étudiants ainsi que sur leurs corrélations. Les données afférentes ont été collectées auprès de 235 étudiants devant compléter un questionnaire semi-structuré, et de neuf membres du personnel universitaire priés de soumettre un document de réflexion. Les étudiants et professeurs de l’échantillon appartiennent à trois disciplines : mathématiques et sciences naturelles, sciences éducatives et formation des enseignants, sciences sociales. Les données empiriques ainsi collectées ont fait l’objet d’une analyse à la fois qualitative et quantitative. Les conclusions des auteures indiquent que si les étudiants ressentent les pratiques didactiques courantes comme se limitant à une transmission partiale de connaissances, les professeurs perçoivent leur enseignement comme un processus concerté contribuant au développement de leurs étudiants. Cette divergence crée une tension et appelle par conséquent à une adaptation.
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Notes
The Bologna process.is a standardisation of higher education qualifications in the European Higher Education Area (EHEA). It is based on the Bologna Declaration (EHEA 1999) which was signed by Education Ministers from 29 European countries in 1999.
The two-stage system set a nominal duration of three years for a Bachelor’s degree, followed by nominally two years for a Master’s degree. The extension of study opportunities included the option of completing Master’s degrees at institutions of applied higher education. The widening of access opened up tertiary education to students from disadvantaged socioeconomic backgrounds and mature students.
Perceptions of students on changes in learning experience and teaching practice of university teachers (PRIMUS research grant 30.3-10/479; Jögi et al. 2013b).
Phenomenography is a research methodology which empirically evaluates qualitative differences in people’s experience of particular phenomena. The term is said to have been coined by Ference Marton in 1979 (for more information, see Marton 1981).
Both these examples are from the curriculum of environmental management (Bachelor level) – discipline of science.
The ÕPPE questionnaire was developed from ePalo 2011 [student survey eFeedback 2011] (YTY 2011) and the ETL project’s Experiences of Teaching and Learning Questionnaire (ESRC 2002 ) and officially approved by the Department of Adult Education at Tallinn University. The ÕPPE questionnaire contains eight sections and consists of five blocks of general statements, two blocks of statements for evaluation, and eleven open-ended questions. The ÕPPE questionnaire can be used to collect data about various aspects of students’ learning and study experiences: study process, students as learners, study load, generic skills, practice, and working during studies.
SPSS (Statistical Package for the Social Sciences) is a widely-used software programme.
Briefly, the concept of lifelong learning refers to learning across a timespan (cradle to grave), life-wide learning refers to learning spaces at a particular moment in time (simultaneous and parallel learning) and life-deep learning extends the concept beyond skills acquisition to include beliefs, values and personal growth.
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Jõgi, L., Karu, K. & Krabi, K. Rethinking teaching and teaching practice at university in a lifelong learning context. Int Rev Educ 61, 61–77 (2015). https://doi.org/10.1007/s11159-015-9467-z
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DOI: https://doi.org/10.1007/s11159-015-9467-z