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Teacher Activities in Adaptation of Innovative Study Methods at University: Theoretical and Practical Implications

Teacher Activities in Adaptation of Innovative Study Methods at University: Theoretical and Practical Implications
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Author(s): Lina Gaiziuniene (Kaunas University of Technology, Lithuania), Brigita Janiunaite (Kaunas University of Technology, Lithuania)and Jolita Horbacauskiene (Kaunas University of Technology, Lithuania)
Copyright: 2020
Pages: 25
Source title: Theoretical and Practical Approaches to Innovation in Higher Education
Source Author(s)/Editor(s): Lazarus Ndiku Makewa (Center for Research Implications and Practice, Kenya)
DOI: 10.4018/978-1-7998-1662-1.ch007

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Abstract

The emergence of various types of educational innovations affect and change not only students learning methods but also teachers' competences and activities. Innovative study methods (ISM) are characterised by novelty to their implementers. Adoption of innovations as well as innovative study methods are faster and better when they are close from cultural-, social-, and value-based perspectives (i.e., when they are adapted). The teacher should have the appropriate competences to adapt, modify educational innovations, as well as study methods according to the students while at the same time not departing from the study program aims and study subject (module) results. The chapter aims to find answers to the research questions: What are the peculiarities of teachers' activities in adapting innovative study methods? How does the adaptation of an innovative study method affect other elements of the pedagogical system course? What are the possible variations in the process of innovative study method adaptation?

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