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Out-of-Class Instruction in Higher Education – Impact of Approaches to Teaching and Discipline

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  • Lena Pauler-Kuppinger
  • Regina Jucks

Abstract

Many debates in higher education center around the role of approaches to teaching (measured with ATI-R) and impact of academic disciplines (soft vs. hard) on teaching practice, e.g. advice giving. An online study with N = 70 academic teachers was conducted and the advice given was content analyzed. Regression analyses showed that academics with a higher student focus (ATI-R) advised more deep learning strategies. Academics from the soft disciplines wrote longer answers, advised more resource management strategies, and provided more reasons for student self-learning that contained fewer external motivators. Hence, the study supports the role of approaches to teaching and academic disciplines on teaching practice.

Suggested Citation

  • Lena Pauler-Kuppinger & Regina Jucks, 2018. "Out-of-Class Instruction in Higher Education – Impact of Approaches to Teaching and Discipline," International Journal of Higher Education, Sciedu Press, vol. 7(2), pages 199-199, April.
    • Handle: RePEc:jfr:ijhe11:v:7:y:2018:i:2:p:199
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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