Open AccessOut-of-Class Instruction in Higher Education – Impact of Approaches to Teaching and Discipline
Author(s) -
Lena Päuler-Kuppinger,
Regina Jucks
Publication year - 2018
Publication title -
international journal of higher education
Language(s) - English
Resource type - Journals
eISSN - 1927-6052
pISSN - 1927-6044
DOI - 10.5430/ijhe.v7n2p199
Subject(s) - class (philosophy) , discipline , psychology , higher education , advice (programming) , mathematics education , pedagogy , medical education , sociology , computer science , political science , medicine , social science , artificial intelligence , law , programming language
Many debates in higher education center around the role of approaches to teaching (measured with ATI-R) and impact of academic disciplines (soft vs. hard) on teaching practice, e.g. advice giving. An online study with N = 70 academic teachers was conducted and the advice given was content analyzed. Regression analyses showed that academics with a higher student focus (ATI-R) advised more deep learning strategies. Academics from the soft disciplines wrote longer answers, advised more resource management strategies, and provided more reasons for student self-learning that contained fewer external motivators. Hence, the study supports the role of approaches to teaching and academic disciplines on teaching practice.