Page 63 - International Perspectives on Effective Teaching and Learning in Digital Education

Innovative Teaching Methods in Higher Education: The Case of University of Primorska

a) a set of close-ended questions (academic position, scientific field, tea-
ching experience, average number of students in in one semester thro-
ugh the last two academic years, dominated form of study),
b) a set of four points scale of frequency (always, often, sometimes, never)
on teaching strategies and methods, on digital technologies, genera-
tive AI tools.
c) two open-ended questions on perceived concerns and obstacles to
innovative teaching methods and on topics respondents would sug-
gest to include in teacher training programmes

In this paper we only present the results of UP.
All UP academic staff was invited to complete the online questionnaire. The
invitation with the link was first sent on 17 March 4 and the reminder was
sent on 4 April 4.

Results
Active Teaching Strategies and Teaching Methods
According to Table  problem-based learning, team-based and scenar-
io-based learning are the most widely used strategies among respondents,
also design thinking is increasingly recognised and applied in the academic
field. Chi-square test were carried out to test whether there are differences
in the frequency of using active teaching strategies according to academ-
ic position, scientific field, teaching experience and the average number of
students in one semester through the last two academic years. However, the
results revealed no statistically significant differences.
As it can be observed from the table 3, respondents most often use discus-
sion and teamwork. Discussions are always used by 45.9 % respondents and
35.1 % use them often. Debates are also often used: .3 % respondents use
them always, and 37.8 % use them often. Teamwork is frequently used as well,
Table 2 The Application of Active Teaching Strategies
Active teaching strategy Always Often Sometimes Never
f f% f f% f f% f f%
Team–based learning 8 1,8 6 35,1 31 41,9 9 1,
Flipped classroom 3 4,1 9, 1, 4 56,8  7,
Gamification and game–based  , 9, 1, 9 39, 36 48,6
learning
Design thinking 3 4,1 17 3, 16 1,6 38 51,4
Problem–based learning 14 18,9 31 41,9 6 35,1 3 4,1
Scenario–based learning 3 4,1 3 31,1 4 3,4 4 3,4
Cooperative learning 3 4,1 1 16, 7 36,5 3 43,

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