Midlands State University Library
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The meaning of flexibility in teaching: views from college students and exemplary college Instructors created by Julia H. Yoo, Diane L. ; Schallert and Marilla D. Svinicki

By: Contributor(s): Material type: TextTextSeries: Journal on excellence in college teaching ; Volume 26, number 3 ,Canada: Miami University, 2015Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 1052-4800
Subject(s): LOC classification:
  • LB1778 JOU
Abstract: This study examined the meaning of flexibility in teaching at the postsecondary level and its connection to teaching effectiveness. A total of 500 college students and 15 instructors participated. Data were gathered using an online survey with open-ended questions for the students and one-on-one interviews with instructors. Analysis followed a grounded theory approach. Findings indicated that both students and instructors believed that when an effective teacher is also flexible, student learning improves. Considered as a crucial component of teaching effectiveness, flexibility in teaching is closely associated with a teacher's metacognitive reflection on student learning.
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Holdings
Item type Current library Call number Vol info Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections LB1778 JOU (Browse shelf(Opens below)) Vol. 26, no.3 (pages191-217) Not for loan For in house use only

This study examined the meaning of flexibility in teaching at the postsecondary level and its connection to teaching effectiveness. A total of 500 college students and 15 instructors participated. Data were gathered using an online survey with open-ended questions for the students and one-on-one interviews with instructors. Analysis followed a grounded theory approach. Findings indicated that both students and instructors believed that when an effective teacher is also flexible, student learning improves. Considered as a crucial component of teaching effectiveness, flexibility in teaching is closely associated with a teacher's metacognitive reflection on student learning.

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