Methodologies
Instructions
Instructions refer to the traditional teaching method where the content is presented by the educator to the students. The idea is that students learn by listening to the presentation and/or by looking at instructions.
Project-Based Learning or Problem-Based Learning
Project-based and problem-based learning imparts knowledge on the basis of concrete real projects or problems. The students often have to communicate and work together in teams. In addition, complex skills such as critical thinking and problem solving are developed.
Flipped Classrooms
Flipped Classroom is an approach where the teaching materials (e.g. recorded lessons) are studied by the students themselves at home. Then key elements are taken up again in the classroom. The main benefit of the approach is that it gives students the freedom to study the materials in the way and speed they want. In addition, the classroom time is optimized.
Game-Based Learning / Gamification
Game-based learning actively involves students in the learning process and imparts knowledge through games. In such games, students work on specific tasks to achieve specific learning goals and earn rewards such as experience points in the process.
Cooperative Learning
In the cooperative learning approach, small groups of students are formed in which each member has a specific role. Coordinated collaboration is required to achieve the goals, with each team member performing his or her role.
Kolb’s Cycle
Coherently with the learning styles described in Section D, Kolb developed a pedagogical approach that favours the learning for the four profiles of learners. This is carried out through a cycle of activities that has to be completed in order to ensure the consolidation of knowledge. It is, therefore, a student-centered approach to learning as every phase of the cycle aims at addressing one or two profiles of learners. However, differently from the above presented methodologies it can be implemented both with high or low-tech means, as it can take place in different settings.
Definitions:
- Concrete Experience: a new experience or situation is encountered, or a reinterpretation of existing experience; being involved in a new experience.
- Reflective Observation: watching others or developing observations about one’s own experience.
- Abstract Conceptualization: the process of forming abstract concepts, which may be general and apply to numerous particular instances (e.g., dog, fish) or wholly intangible and have no specific material referent (e.g., liberty, youth). Emergence of new concept, or a modification of an existing one (the person has learned from their experience).
- Active Experimentation: using theories to solve problems, make decisions. The learner applies their idea(s) to the world around them to see what happens.
Categorization
Sources
Lozano, Rodrigo, et al., Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal, Sustainability 9.10 (2017): 1889.
O’Flaherty, Jacqueline, and Craig Phillips, The use of flipped classrooms in higher education: A scoping review, The internet and higher education 25 (2015): 85-95.
Riebe, Linda, Antonia Girardi, and Craig Whitsed, A systematic literature review of teamwork pedagogy in higher education, Small Group Research 47.6 (2016): 619-664.
Santos, Julia, Amelia Simoes Figueiredo, and Margarida Vieira, Innovative pedagogical practices in higher education: An integrative literature review, Nurse Education Today 72 (2019): 12-17.
Vlachopoulos, Dimitrios, and Agoritsa Makri, The effect of games and simulations on higher education: a systematic literature review, International Journal of Educational Technology in Higher Education 14.1 (2017): 1-33.