Abstract
Amid continuous growth in student enrolments, the proliferation of e-learning technology and the global accessibility of vast repositories of information on the Web, higher education (HE) is struggling to keep pace with these changes. The classic response involves adjusting the amount of instructional time to achieve excellence, as evidenced by the 50-minute lecture-based learning structure still used widely in many institutions today. However, Dutch research in the 1980s and 1990s suggested that it is the learning process which accounts for learning outcomes and not the amount of teaching. Furthermore, such research found that after an optimal learning outcome is attained, increased teaching time is associated with a decline in learning outcomes. However, many HE institutions persist in their focus on teaching time to maintain ‘control’ over students’ learning activities. The present chapter examines the underlying cause of (and changes in) student learning behaviour in response to increased teaching time.
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© 2015 Wim Gijselaers and Amber Dailey-Hebert
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Gijselaers, W., Dailey-Hebert, A. (2015). Does Increased Teaching Equate to Increased Learning?. In: Harmes, M.K., Huijser, H., Danaher, P.A. (eds) Myths in Education, Learning and Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137476982_4
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DOI: https://doi.org/10.1057/9781137476982_4
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