Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...
Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ... Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...
2.6 Teaching and learning strategies 2 LITERATURE REVIEW 2.6.3 Non-computable teaching and learning strategies During the identification process of teaching and learning strategies it was recog- nised that not all of them are computable or appropriate for this project at the moment, e.g. the acquisition of motor skills [96][97][98]. 2.6.4 Question and Answer The Question and Answer teaching and learning strategy (QA-TLS) is mostly used for testing purposes [19], but can also be used to determine a student’s ex- isting knowledge, e.g. profiling his knowledge in adaptive hypermedia systems. Rushby identified several sub-types of the question and answer strategy [19]: • One question, several answers, single choice • One question, several answers, multiple choice • One statement, true or false • Matching a list The QA-TLS is highly structured and therefore simple to implement into our framework for these selected question and answer types. There are several other question and answer types, e.g. discussion questions, but this project does not aim at defining every possible QA-TLS neither is it based on a didatic model of education. However, the goal is to create a generic framework for the creation of TLSs in the future. The next task is to analyse which meta-information is needed and has to be used for this generic framework. This step will be explained in chapter 3 2.6.5 Lecturing The lecture teaching and learning strategy (Lecture-TLS) is the classical type of delivering information from the teacher to the student as described by Cotton [96]. 50
2.6 Teaching and learning strategies 2 LITERATURE REVIEW It is usually used when one teacher has to teach many students. Communication between the teacher and the student is usually one-directional from the teacher to the student. Research in this field has identified several theoretical strategies for lecturing [96]: • inductive • deductive • networked However, it seems more likely in a real classroom environment that single ele- ments of the theoretical approaches are mixed up dynamically. 2.6.6 Case Study The Case Study teaching and learning strategy (Case-Study-TLS) tries to give the student a view on one specific object from different angles. For example, a busi- ness process can be viewed from the accountant’s or the salesman’s perspective. Additionally, Cotton points out that already existing content and expertise can be used [96]. The interesting issues of the Case-Study-TLS for this project are how it can be expressed with meta-tags and how several subtypes of a Case-Study-TLS can be realised with those meta-tags (cf. section 3.3.3). 2.6.7 Problem-Solving Ram et al. have underaken research in the meta-tagging process of problem solv- ing skills [99], but this teaching and learning strategy will not be regarded during this PhD, because it is not considered to be beneficial at this stage of the project. However, it should be reviewed during future work (cf. section 9.2). 51
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2.6 Teaching and learning strategies 2 LITERATURE REVIEW<br />
It is usually used when one teacher has to teach many students. Communication<br />
between the teacher and the student is usually one-directional from the teacher to<br />
the student. Research in this field has identified several theoretical strategies for<br />
lecturing [96]:<br />
• inductive<br />
• deductive<br />
• networked<br />
However, it seems more likely in a real classroom environment that single ele-<br />
ments <strong>of</strong> the theoretical approaches are mixed up dynamically.<br />
2.6.6 Case Study<br />
The Case Study teaching and learning strategy (Case-Study-TLS) tries to give the<br />
student a view on one specific object from different angles. For example, a busi-<br />
ness process can be viewed from the accountant’s or the salesman’s perspective.<br />
Additionally, Cotton points out that already existing content and expertise can be<br />
used [96]. The interesting issues <strong>of</strong> the Case-Study-TLS for this project are how it<br />
can be expressed with meta-tags and how several subtypes <strong>of</strong> a Case-Study-TLS<br />
can be realised with those meta-tags (cf. section 3.3.3).<br />
2.6.7 Problem-Solving<br />
Ram et al. have underaken research in the meta-tagging process <strong>of</strong> problem solv-<br />
ing skills [99], but this teaching and learning strategy will not be regarded during<br />
this PhD, because it is not considered to be beneficial at this stage <strong>of</strong> the project.<br />
However, it should be reviewed during future work (cf. section 9.2).<br />
51
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