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PILOT EXPERIENCE ON STUDENTS´ PREFERENCES REGARDING DIFFERENT TEACHING METHODOLOGIES Luis María López-Ochoa (*) Luis María López-González César García-Lozano.

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Presentation on theme: "PILOT EXPERIENCE ON STUDENTS´ PREFERENCES REGARDING DIFFERENT TEACHING METHODOLOGIES Luis María López-Ochoa (*) Luis María López-González César García-Lozano."— Presentation transcript:

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2 PILOT EXPERIENCE ON STUDENTS´ PREFERENCES REGARDING DIFFERENT TEACHING METHODOLOGIES Luis María López-Ochoa (*) Luis María López-González César García-Lozano Jesús Las-Heras-Casas

3 INDEX Background Purpose of the study Description of the study Conclusion

4 BACKGROUND (I) The European Higher Education Area (EHEA) Academic freedomThe University of La Rioja

5 BACKGROUND (& II) Quality as an objective of teaching Teaching quality as a non specific and general concept Teaching quality is a relative and multi-faceted concept The professor as the primary guarantorThe student as the principal point of reference for certificationPurpose: Analyse university teaching

6 PURPOSE OF THE STUDY (I) PRODUCTS SERVICES Are generally tangibleAre generally intangible Ownership of the product purchased is passed onOwnership is not passed on Can be re-soldCannot be re-sold Can be shown and tested before purchasing There is no before the purchase and therefore it cannot be shown or tested Can be storedCannot be stored Is produced before it is consumedIs consumed while it is being produced Production and consumption often do not occur in the same place Production and consumption do tend to occur in the same place Can be transportedCannot be transported Indirect relationship between the producer and the consumer Direct relationship between the producer and the consumer Quality of Service

7 PURPOSE OF THE STUDY (II) Subjective Quality OBJECTIVE QUALITYSUBJECTIVE QUALITY Internal perspective of qualityExternal perspective of quality Focus on production/supplyFocus on marketing/demand Adapts to pre-established specificationsThe client is the authentic judge of quality Provided without any mistakes, reduces costs and avoids deviations from the established standard Business is able to determine the needs, wishes and expectations of the clients Adequate for standardised activities Activities involving a significant amount of contact with the client

8 PURPOSE OF THE STUDY (III) Dimensions of Quality of Service DIMENSIONDESCRIPTION Tangible components Appearance of physical facilities, teams, personnel and communication materials Reliability Ability to provide the service promised in a reliable and accurate manner ResponsivenessWillingness to help clients and provide them with an efficient service Professionalism Possessing the abilities and knowledge required for the provision of the service CourtesyPersonnel is attentive, considerate, respectful and friendly CredibilityBelief in, and sincerity and honesty about the service provided SecurityDanger, risks and concerns do not exist AccessibilityAccessible and easy to contact Communication Maintain clients well-informed, using a language they can understand, and also listening to clients Understanding clientsMake an effort to get to know clients and their needs

9 PURPOSE OF THE STUDY (& IV) KNOWLEDGESPHERE Disciplinary knowledge Teacher training General pedagogical knowledge, teaching principles and strategies. Knowledge of the foundations of education, its objectives and purposes. Curricular knowledge, syllabus and materials.Teaching management Didactic content knowledgeMastery of content Knowledge of students and their characteristics.Knowledge of students Knowledge regarding the educational context and culture. Identity of the educational centre

10 DESCRIPTION OF THE STUDY (I) Dimensions of quality of a service Tangible components Reliability Responsiveness Security Empathy * our research focuses on the preferences students To evaluate their motivation and predisposition to participate in the teaching-learning process.

11 DESCRIPTION OF THE STUDY (II)

12 DESCRIPTION OF THE STUDY (III) Positivist focus: A descriptive study Positivist focus: A descriptive study naturalist methodology students’ dedication different teaching-learning paces complaints, opinions, and requests naturalist methodology students’ dedication different teaching-learning paces complaints, opinions, and requests Naturalist approach: An experimental study Naturalist approach: An experimental study

13 DESCRIPTION OF THE STUDY (IV)

14 DESCRIPTION OF THE STUDY (V) Vocation: One out of two Motivation (EHEA): One out of ten Dedication: Low level Methodologies: Traditional preferences Vocation: One out of two Motivation (EHEA): One out of ten Dedication: Low level Methodologies: Traditional preferences Positivist approach: A descriptive study naturalist methodology students’ dedication different teaching-learning paces complaints, opinions, and requests naturalist methodology students’ dedication different teaching-learning paces complaints, opinions, and requests Naturalist approach: An experimental study Naturalist approach: An experimental study   ?

15 DESCRIPTION OF THE STUDY (& VI) PROFILEOBJECTIVECOGNITIVE STRATEGIESMOTIVATION Apathetic Complete the academic activity with the least amount of effort possible Superficial processing and low level of complexity Extrinsic (improved options on the job market) Competitive Achieve the best academic results possible Mixed (superficial and in-depth)Undefined Committed Clear focus on learning In-depth processing with a high level of complexity Intrinsic (high degree of responsibility and commitment) ?

16 CONCLUSIONS at the last minute this profile often changes to a competitive profile The average student pertains to the apathetic profile Committed student ?


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