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Abstract
As a new generation of learners enters higher education classrooms, effective teaching strategies must adapt to match their learning styles. This research explored student and teacher perceptions of effectiveness of teaching methods, with particular comparison between techniques emphasizing community versus individual learning. Fifteen psychology teachers and 120 undergraduate students rated how interesting and effective they found 17 pedagogical techniques ranging from lecture to simulation gaming. Results suggested that students perceived techniques that connected them to the classroom community, such as discussion and sharing stories from teachers’ and students’ lives, as more effective than did teachers. Teachers gave higher effectiveness ratings to techniques emphasizing individual learning, such as papers and quizzes. Findings suggest that teachers may want to spend more time on activities that build connections between students and linking academic material to students’ lives.
As a new generation of learners enters higher education classrooms, effective teaching strategies must adapt to match their learning styles. This research explored student and teacher perceptions of effectiveness of teaching methods, with particular comparison between techniques emphasizing community versus individual learning. Fifteen psychology teachers and 120 undergraduate students rated how interesting and effective they found 17 pedagogical techniques ranging from lecture to simulation gaming. Results suggested that students perceived techniques that connected them to the classroom community, such as discussion and sharing stories from teachers’ and students’ lives, as more effective than did teachers. Teachers gave higher effectiveness ratings to techniques emphasizing individual learning, such as papers and quizzes. Findings suggest that teachers may want to spend more time on activities that build connections between students and linking academic material to students’ lives.
When we want to know how to teach well, we often turn to teachers who share knowledge about how to engage students in learning (Daniel, 2005; Lucas & Bernstein, 2005). However, as new generations of students enter college, their needs and learning styles may change at a faster rate than do the existing cohort of faculty. In particular, McGlynn (2005) describes a new generation of college students with increasingly diverse backgrounds and learning needs. A major portion of this cohort is known as Millennials, Generation M, or Echo Boomers who are traditional-aged college students born after 1982. These students were raised with technology that allows constant connection to friends and family. Text and instant messaging, cell phones, beepers, blogs and social networking are a normal part of their everyday life and allow connection anytime and anywhere. Frand (2000) suggests that to be isolated from others is unthinkable for this group, yet many of our current teaching techniques expect them to disconnect from their friends and technology and listen to lecture or work independently. In addition, this cohort may include 26-year-old Generation X students with “customer service” expectations about education, and 40-year-old parents juggling family, work, and coursework (both in the classroom and online). Finally, this generation includes more individuals from non white ethnic backgrounds than in prior history at approximately 34% of students. As McGlynn describes, this new cohort of students may prefer teaching approaches that emphasize teamwork, experiential activities, and use of technology (McGlynn, 2005). The goal of the current study was to examine current student and teacher perceptions of effectiveness of teaching methods, with particular comparison between techniques emphasizing community versus individual learning.
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