Instructional Methods in Higher Education

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Cooperative methods (i.e. peer learning and teaching) are lecturing with a more active approach to learning. There are five advantages of this teaching method. First, peer teaching is very powerful for a broad area of objectives. Second, the advantage of student discussion group method especially important for students with middle capability. Studying with cooperative learning groups proved more successful than studying alone. Third, to acquire knowledge is better if we preparing it to teach and learning. With this kind of self-motivated study we eager to think more deeply about the material, explore more, investigate deeply, and do it by our own critical thinking (not just copy paste from instructor or sources). Fourth, peer learning is more compatible, productive, and helpful than individual learning. Fifth, cooperative learning hearten student to student reciprocal action and involvement.

Beside cooperative methods, we can utilize instructional methods, e.g. lecture, as method of teaching and learning in the college classroom. Lecture in a college teaching is extremely traditional relying on a didactic model of instruction in which students are seen as “empty vessels” or “blank slates” to be filled up with knowledge.

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The advantages of instructional methods in lecture prove to be efficient when measures of knowledge are used. However, research shows that in those experiments involving measures of retention of information after the end of a course, measures of transfer of knowledge to new situation, or measures of problem solving and thinking or in attitude and motivation for further learning the results tend to show difference favoring discussion methods over lecture.

Lectures that keep students more actively engaged intellectually are those that have focused discussions before and after the lecture. However, when using informal learning groups the instructor must make the instructions and task explicit and precise and that student require the group produce a specific product. During discussion, students tended to be more attentive, active, and thoughtful than during lectures.

The purpose of the lecture method is appropriate to disseminate information, present material that is not available elsewhere, expose students to content in a brief time that might take them longer to locate their own; arouse students’ interest in the subject; and teach student who are primarily auditory learners The lecture method is inappropriate when material is complex, detailed, or abstract; when students need to analyze, synthesize, or integrate the knowledge being studies; and when long-term retention is desired.