“Good Fences Make Good Classes:Greek Tertiary Students’ Preferences for Instructor Teaching Method”

dc.creator	Marilou IOAKIMIDIS
dc.creator	Barbara MYLONI
dc.date	2010-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:28:21Z
dc.date.available	2015-07-20T22:28:21Z
dc.identifier	1309-2707
dc.identifier	https://doaj.org/article/b00fd91ef6c949e3b36f38bb1c36e109
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21947
dc.description	The learning preferences of Greek students attending a two-semester undergraduate economics course at a Greek university were investigated. The course was taught by two instructors who initially used a student-centred teaching style combined with relaxed classroom management and teaching methods intended to help establish rapport with students. Near the end of the first semester, students were asked to assess their instructors’ performance. Most students evaluated their instructors positively in regard to preparation, enthusiasm, and organization; however, most also rated the instructors negatively in regard to their ability to maintain control and discipline in the classroom, and the degree of respect the students had for them. Students’ comments suggested disapproval of the teachers’ relaxed teaching methods. Based on these results, the instructors decided to alter their teaching methods during the second semester to take into account the students’ criticisms. In the second evaluation, students rated the instructors mostly positively in regard to strictness, discipline, and respect. These results suggest that Greek students expect their instructors to maintain a considerable degree of psychological distance, and that when they do not, the students perceive the instructors as lacking control in the classroom. The results further suggest that national culture plays an important role in shaping learning preferences, and unintended results can occur when instructors employ teaching methods which violate the cultural expectations of students. It is suggested that in Greek higher education, a gradual progression to a more student-centred teaching method be promulgated.
dc.language	Turkish
dc.language	English
dc.publisher	IOJES
dc.relation	http://www.iojes.net//userfiles/Article/IOJES_207.pdf
dc.relation	https://doaj.org/toc/1309-2707
dc.source	International Online Journal of Educational Sciences , Vol 2, Iss 2, Pp 290-308 (2010)
dc.subject	Teaching Styles
dc.subject	Greece
dc.subject	Culture
dc.subject	Evaluation
dc.subject	Higher Education
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	“Good Fences Make Good Classes:Greek Tertiary Students’ Preferences for Instructor Teaching Method”
dc.type	article