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.keywordsdirect instructionteaching timeteaching behaviourinstructional timeglobal accessibilitythese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
|Title of host publication||Myths in Education, Learning and Teaching|
|Editors||M.K. Harmes, H. Huijser, P.A. Danaher|
|Place of Publication||New York, NY|
|Number of pages||14|
|Publication status||Published - 1 Jan 2015|
|Series||Policies, Practices, and Principles|