| Abstrakt: |
This paper examines the advantages and disadvantages of various teaching strategies in promoting student achievement when presented with complex learning tasks. In this context, complex learning is defined as mainly consisting of higher‐order concepts and principles together with problem‐solving strategies, and applies particularly to technological courses at tertiary level. The two main principles of efficient teaching may be stated in terms of student achievement of the learning objectives and the optimisation of teaching resources. That these criteria do not necessarily imply the adoption of the most efficient learning method is shown from the analysis of student questionnaires based on semantic differentials which indicates that much of their assessment of a particular form of learning is based on four second‐order factors. These can be identified with (1) student comfort, (2) presentation of material, (3) stimulation and (4) relevance. Teaching strategies which achieve consistently high ratings by students on all four factors would be expected to give the greatest encouragement to their attainment of the learning objectives for a given course. Different teaching methods and media are analysed in terms of their potential, both theoretical and actual, in satisfying the requirements for student achievement and also in terms of the teaching resources required. Both theory and practice indicate that a combination of different methods is desirable when dealing with complex types of learning and the criteria for selecting the most efficient mix for a given course are discussed. [ABSTRACT FROM PUBLISHER] |
