The literature review focuses the requirements and barriers related to the execution of effective teaching methods applicable to higher education. The study focuses on the idea that teaching is one of the fundamental components of education planning. However, the outcomes of teaching at higher levels are far from being identified as ideal (Bidabadi et al., 2016). The literature map provides the determination of what good teaching constitutes, the legal position of provided teaching methods, and the ethical considerations that determine appropriate teaching at higher levels.
The constituents of appropriate teaching methods for higher education
| Instructional Strategies | Objectives | Expected Outcome |
| Lectures | The objectives that are to be derived from lectures include transmitting information that supplements or enhances student reading (Wood & Tanner, 2012). This provision will assist in ensuring that the students understand the content being taught, consequently allowing the instructor to respond to difficulties or misconceptions held by students (Jesa & Nisha, 2017). | Improved understanding of the concepts under study |
| Case studies | The application of methods of analysis in various disciplines (Bonney, 2015) | The acquisition of critical thinking skills |
| Group projects | To implement high-level cognitive skills that include the analysis, synthesis and the application of class materials (Yakovleva & Yakovlev, 2014). | Improves collaborative learning |
| Independent student assignments and projects | The objective is to explore the different areas of interest in and execute successful research (Bonney, 2015) | The outcome of this strategy is to ensure that the students develop their research skills |
| Labs or studios | Activities in class enable the student to approximate or predict real life situations | The student is expected to have developed high-level disciplinary skills |
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Legal Requirements
| Guideline | The aim of the guideline | Modalities |
| Accessibility to Higher Education without discrimination | A considerable number of international treaties and organizations epitomize the interdependence and indivisibility of individuals (Cole, 2017). Regardless of one’s gender, higher education should be equally accessible based on the capacity of an individual (UNESCO, 2014). | The modality that could be used to for enhancing the provision that everyone has the right to education is constituted in the concept of human rights (Marginson, 2016). For this reason, process indicators should be used in the implementation of activities necessary for delivering good quality higher education without discrimination (Roberts et al., 2016). |
| The international legal framework | By referring to the 1966 International Covenant on Civil and Political Rights, individuals have the right to education within the context of the execution of freedom of thought, religion, as well as conscience (UNESCO, 2014). | The state parties are required to cooperate with international entities to facilitate access to modern teaching methods, as well as scientific and technical knowledge. |
Approaches to Ethical Provisions
| Ethical Qualities | Stressors |
| The application of the code of ethics in teaching | Instructors should work within the law that is stressed upon disciplinary codes of ethics. In this light, the teaching strategies employed should follow specific professional codes with coverage of their legal obligations (Peters, 2015). The ethical qualities are characterized by non-discrimination as well as the maintenance of student confidentiality. |
| Ethics research committees | Students usually view research ethics committees as an obstacle or an inquisition body (Hemminki, 2016). This view usually occurs due to their mandate that involves the scrutiny of research proposals. However, to improve the quality of higher education, it is vital to put in place reliable systems as well as processes necessary for preventing scientific misconduct (Kelly, Sadeghieh, & Adeli, 2014). Examples of scientific misconduct include the falsification of project data and plagiarism (Resnik, Neal, Raymond, & Kissling, 2015). For this reason, the systems in place should allow for the investigation and resolution of allegations related to scientific misconduct. |
References
Bidabadi, S. N., Isfahani, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective Teaching Methods in Higher Education: Requirements and Barriers. Journal of Advances in Medical Education & Professionalism , 4 (4), 170–178.
Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology & Biology Education , 16 (1), 21–28. doi: 10.1128/jmbe.v16i1.846
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education , 27 , 1-13.
Cole, M. (2017). Education, equality and human rights: issues of gender,'race', sexuality, disability and social class . Routledge.
Hemminki, E. (2016). Research ethics committees in the regulation of clinical research: comparison of Finland to England, Canada, and the United States. Health Research Policy and Systems , 14 , 5. doi: 10.1186/s12961-016-0078-3
Jesa, M., & Nisha, E. (2017). Teaching Strategies Adopted by Teachers at Higher Education Level in Kerala. Higher Education For The Future , 4 (1), 4-11. doi: 10.1177/2347631116680912
Kelly, J., Sadeghieh, T., & Adeli, K. (2014). Peer Review in Scientific Publications: Benefits, Critiques, & A Survival Guide. EJIFCC , 25 (3), 227–243.
Marginson, S. (2016). High participation systems of higher education. The Journal of Higher Education , 87 (2), 243-271.
Peters, R. S. (2015). Ethics and Education (Routledge Revivals) . Routledge.
Resnik, D. B., Neal, T., Raymond, A., & Kissling, G. E. (2015). Research Misconduct Definitions Adopted by U.S. Research Institutions: Introduction. Accountability in Research , 22 (1), 14–21. doi: 10.1080/08989621.2014.891943
Roberts, L. D., Howell, J. A., Seaman, K., & Gibson, D. C. (2016). Student Attitudes toward Learning Analytics in Higher Education: “ The Fitbit Version of the Learning World” Frontiers in Psychology , 7 , 1959. doi: 10.3389/fpsyg.2016.01959
Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows , 9 , 5-15.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). The Right to Education: Law and Policy Review Guidelines. Paris, France: UNESCO.
Wood, W. B., & Tanner, K. D. (2012). The Role of the Lecturer as Tutor: Doing What Effective Tutors Do in a Large Lecture Class. CBE Life Sciences Education , 11 (1), 3–9. doi: 10.1187/cbe.11-12-0110
Yakovleva, N., & Yakovlev, E. (2014). Interactive teaching methods in contemporary higher education. Pacific Science Review , 16 (2), 75-80. doi: 10.1016/j.pscr.2014.08.016
