Advertisement

International Review of Education

, Volume 61, Issue 1, pp 61–77 | Cite as

Rethinking teaching and teaching practice at university in a lifelong learning context

  • Larissa Jõgi
  • Katrin Karu
  • Kristiina Krabi
Original Paper
First Online:

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.

Keywords

Teaching and learning at university Lifelong learning Experiences of teaching Teaching practices Estonia 

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. Open image in new window

This is a preview of subscription content, log in to check access.

References

  1. Barnett, R. (2000). Realizing the university in an age of supercomplexity. Buckingham: Open University Press.Google Scholar
  2. Barnett, R. (2003). Beyond all reason: Living with ideology in the university. Buckingham: Open University Press.Google Scholar
  3. Bloomer, M., & Hodkinson, P. (2000). Learning careers: continuity and change in young people’s dispositions to learning. British Educational Research Journal, 26, 583–598.CrossRefGoogle Scholar
  4. Brookfield, S. (2006). The skillful teacher: On trust, technique and responsiveness in the classroom. San Francisco: Jossey-Bass.Google Scholar
  5. Chen, Y., & Hoshower, L. (2003). Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assessment & Evaluation in Higher Education, 28(1), 71–88.CrossRefGoogle Scholar
  6. Diseth, Å. (2007). Students’ evaluation of teaching, approaches to learning, and academic achievement. Scandinavian Journal for Educational Research, 51(2), 185–204.CrossRefGoogle Scholar
  7. EHEA (European Higher Educcation Area). (1999). Bologna declaration. Joint declaration of the European Ministers of Education convened in Bologna on 19 June 1999. Yerevan: Bologna Follow-Up Group Secretariat.Google Scholar
  8. ESRC (Economic and Social Research Council). (2002). Enhancing teaching-learning environments in undergraduate courses. Experiences of Teaching & Learning Questionnaire ETLQ 2002. ETL Project, Universities of Edinburgh, Durham and Coventry. Accessed 3 Dec 2014 from http://www.etl.tla.ed.ac.uk/questionnaires/ETLQ.pdf.
  9. Field, J. (2000). Lifelong learning and the new educational order. Stoke-on-Trent: Trentham Books.Google Scholar
  10. Fitzmaurice, M. (2010). Considering teaching in higher education as a practice. Teaching in Higher Education, 15(1), 45–55.CrossRefGoogle Scholar
  11. Halpern, D., & Hakel, M. D. (2002). Learning that lasts a lifetime: teaching for long-term retention and transfer. New Directions for Teaching and Learning, 89, 3–9.CrossRefGoogle Scholar
  12. Hartley, J. (2009). Learning and studying: A research perspective. Hove: Psychology Press.Google Scholar
  13. James, D., & Biesta, G. (2003). Improving learning cultures in further education. Abingdon: Routledge.Google Scholar
  14. Jarvis, P. (2011). Learning: The experience of a lifetime! In L. Jõgi & K. Krabi (Eds.), Raamat õppimisest: õppides täiskasvanuks – õppimine erinevates perspektiivides [The book of learning: learning to be an adult – learning in different perspectives] (pp. 28–47). Tallinn: Andragoogika osakond.Google Scholar
  15. Jõgi, L. (2005). Täiskasvanu õpetamine ülikooli kontekstis [Teaching adults at university]. In L. Jõgi, E. Pilli, & T. Ristolainen (Eds.), Õppimine ja õpetamine avatud ülikoolis [Studying and teaching at open university] (pp. 93–102). Tartu: Tartu Ülikooli Kirjastus.Google Scholar
  16. Jõgi, L. (2012). Understanding lifelong learning and adult education policy in Estonia: Tendencies and contradictions. Journal of Adult and Continuing Education, 18(2), 44–61.CrossRefGoogle Scholar
  17. Jõgi, L., & Karu, K. (2012). Õppimiseks õppejõule [About learning for academics]. [Study material.] Tallinn: Tallinna Ülikool.Google Scholar
  18. Jõgi, L., Karu, K., & Krabi, K. (2007). Understanding lifelong learning in Estonia—voices from experts, decision makers and adult learners. In 5th ESREA European research conference proceedings. Adult learning and the challenges of social and cultural diversity: Diverse lives, cultures, learnings and literacies, University of Seville, Spain, 20–23.09.2007 (pp. 119–133). Seville: ESREA.Google Scholar
  19. Jõgi, L., Karu, K., & Krabi, K. (2012). Comprehensions of learning and learners—understanding experiences of adults and experts in adult education. Studies for the Learning Society, 1(1), 29–38. Accessed 3 Dec 2014 from http://www.degruyter.com/view/j/sls.2008.1.issue-1/v10240-012-0016-z/v10240-012-0016-z.xml.
  20. Jõgi, L., Karu, K., & Krabi, K. (2013a). Experiencing learning at university: Making the best of lifelong learning? In E. Saar & R. Mõttus (Eds.), Higher in education at a crossroad: The case of Estonia (pp. 119–136). Frankfurt am Main: Peter Lang Verlag.Google Scholar
  21. Jõgi, L., Karu, K., Krabi, K., Sarv, A., Tropp, K., et al. (2013b). Üliõpilaste tajutud muutused õppejõudude õpetamispraktikas: Uurimuse aruanne [Perceptions of students on changes in learning experience and teaching practice of university teachers: Research report]. Tartu: Primus Archimedes. Accessed 3 Dec 2014 from http://primus.archimedes.ee/sites/default/files/M6JU%20final%20aruanne%20ISBN.pdf.
  22. Jõgi, L., & Krabi, K. (Eds.). (2011). Raamat õppimisest: õppides täiskasvanuks—õppimine erinevates perspektiivides [The book of learning: learning to be an adult—learning in different perspectives]. Tallinn: Andragoogika osakond.Google Scholar
  23. Kährik, A. (2008). Õppekavad ja õppekavaarendus [Curricula and curriculum development]. In E. Pilli & A. Valk (Eds.), Quo vadis, Eesti kõrgharidus? Uuringud 2005–2007 [Quo vadis, higher education in Estonia? Researches in 2005–2007] (pp. 78–133). Tartu: Tartu Ülikooli Kirjastus.Google Scholar
  24. Karu, K. (2008). A humanistic awareness of the meaning of adult learning. In P. Isley, J. Karing, & M. Kerulis (Eds.), Research, planning and policy: Emerging trends in Baltic and Nordic lifelong learning (pp. 191–198). Tampere: Tampere University/Juvenes Print.Google Scholar
  25. Karu, K., & Krabi, K. (2012). Academics’ identities and students’ experiences in the study process: Together or alone? Studies for the Learning Society, 2, 99–109.CrossRefGoogle Scholar
  26. Knapper, C. K., & Kropley, A. J. (2000). Lifelong learning in higher education (3rd ed.). Sterling, VA: Stylus.Google Scholar
  27. Knight, P. (2002). Being a teacher in higher education. Maidenhead, UK: Society for Research in Higher Education and the Open University Press.Google Scholar
  28. Lindblom-Ylanne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285–298.CrossRefGoogle Scholar
  29. Macfarlane, B. (2004). Teaching with integrity. London: RoutledgeFalmer.CrossRefGoogle Scholar
  30. Martin, E., Prosser, M., Trigwell, K., Ramsden, P., & Benjamin, J. (2002). What university teachers teach and how they teach it. In N. Hativa & P. Goodyear (Eds.), Teacher thinking, beliefs and knowledge in higher education (pp. 103–126). Dordrecht: Kluwer.CrossRefGoogle Scholar
  31. Marton, F. (1981). Phenomenography – describing conceptions of the world around us. Instructional Science, 10(2), 177–200. Accessed 3 Dec 2014 from http://www.ida.liu.se/divisions/hcs/seminars/cogsciseminars/Papers/marton_-_phenomenography.pdf.
  32. Mezirow, J. (1996). Uudistava oppiminen. Kriittinen reflektio aikuiskoulutuksessa [Transformative learning. Critical reflection in adult education]. Helsinki: Helsingin Yliopiston Lahden tutkimus- ja koulutuskeskus.Google Scholar
  33. Noddings, N. (1995). Philosophy of education. Colorado: Westview.Google Scholar
  34. Parpala, A. (2010). Exploring the experiences and conceptions of good teaching in higher education. Academic Dissertation. Helsinki: University of Helsinki Institute of Behavioral Sciences.Google Scholar
  35. Pollard, A. (2003). Learning through life-higher education and the lifecourse of individuals. In M. Slowey & D. Watson (Eds.), Higher education and the lifecourse (pp. 167–187). Maidenhead: Society for Research into Higher Education and Open University Press.Google Scholar
  36. Postareff, L. (2007). Teaching in higher education. From content-focused to learning-focused approaches to teaching. Academic Dissertation. Helsinki: Helsingin yliopisto, Kasvatustieteen laitos, tutkimuksia 214.Google Scholar
  37. Repo, S. (2010). Yhteisöllisyys voimavaarana yliopisto-opetuksen ja -opiskelun kehittämisessä [A sense of community as a resource for developing university teaching and learning]. Kasvatustieteellisiä tutkimuksia 228. Academic dissertation. Helsinki: Helsingin Yliopisto.Google Scholar
  38. Seldin, P. (1993, July 21). The use and abuse of student ratings of professors. Chronicle of Higher Education, p. A40.Google Scholar
  39. Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2008). Students’ experiences with contrasting learning environments: The added value of students’ perceptions. Learning Environments Research, 11(2), 83–109.CrossRefGoogle Scholar
  40. Sursock, A., & Smidt, H. (2010). Trends 2010: A decade of change in European higher education. Brussels: European University Association.Google Scholar
  41. Thunborg, C., Bron, A., & Edström, E. (2011). Forming and transforming learning identities in higher education. In L. Jõgi & K. Krabi (Eds.), Raamat õppimisest: õppides täiskasvanuks—õppimine erinevates perspektiivides [The book of learning: learning to be an adult—learning in different perspectives] (pp. 86–107). Tallinn: Andragoogika osakond (Department of Adult Education).Google Scholar
  42. TU (Tallinn University). (2009). Tallinna Ülikooli arengukava aastani 2014 [Development plan for Tallinn University (2010–2014)]. Accessed 4 Sept 2012 from http://www.tlu.ee/?LangID=1&CatID=2893.
  43. TU (Tallinn University). (2012). Ülikool arvudes [University in numbers]. Accessed 24 Sept 2012 from http://www.tlu.ee/?LangID=1&CatID=3261.
  44. Valk, A. (2008). Sisse- ja väljajuhatuseks [Intoduction and conclusion]. In E. Pilli & A. Valk (Eds.), Quo vadis, Eesti kõrgharidus? Uuringud 2005–2007 [Quo vadis, higher education in Estonia? Research in 2005–2007] (pp. 7–20). Tartu: Tartu Ülikooli Kirjastus.Google Scholar
  45. Viik, T. (2011). Ülikool kui süsteem, ülikool kui koht [University as system, university as place]. Eesti Ekspress, 10 märts.Google Scholar
  46. YTY (The Helsinki University Centre for Research and Development of Higher Education). (2011). ePalo 2011 [Student survey eFeedback 2011]. Accessed 31 May 2011 from https://elomake.helsinki.fi/lomakkeet/28206/lomake.html.

Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2015

Authors and Affiliations

  1. 1.Department of Adult EducationTallinn UniversityTallinnEstonia

Personalised recommendations

Cite article

Buy options