Page 64 - International Perspectives on Effective Teaching and Learning in Digital Education

Tina Štemberger and Andreja Klančar

Table 3 The Application of Teaching Methods
Teaching method Always Often Sometimes Never
f f % f f % f f % f f %
Games  ,7 1 13,5 3 4,5 3 43,
Study visits  , 14 18,9 33 44,9 7 36,5
Peer Learning 4 5,4 3 31,1 36 48,6 11 14,9
Simulation and modelling 3 4,1 3 31,1 9 39, 3 4,1
Teamwork 1 16, 36 48,6 3 31,1 19 5,7
Case study 6 8,1 31 41,9 9 39, 8 1,8
Project 9 1, 1 8,4 31 41,9 13 17,6
Role–playing 5 6,8  9,7 6 35,1 1 8,4
Brainstorming 1 16,  9,7 31 41,9 9 1,
Learning diaries  , 6 8,1  9,7 46 6,
Experimentation 5 6,8 19 5,7 5 33,8 5 33,8
Discussions 34 45,9 6 35,1 1 16,  ,7
Critical review method 3 4,1 15 ,3 4 56,8 14 18,9
Video review and discussion 3 4,1 15 ,3 4 56,8 14 18,9
Concept maps 3 4,1 6 8,1 5 33,8 4 54,1
Interactive strategies/lecture 6 8,1 19 5,7 5 33,8 4 3,4
Learning stations 4 5,4 7 9,5 5 33,8 38 51,4
Group investigations 5 6,8 19 5,7 3 4,5  7,
Jigsaw  ,  ,7  7, 5 7,3
I–Search 1 1,4 3 4,1 5 33,8 45 6,8
Learning contracts  , 4 5,4 14 18,9 56 75,7
Peer–assisted learning 1 1,4 19 5,7 4 54,1 14 18,9
Learning centres  , 7 9,5 16 1,6 51 68,9
Storytelling  ,7 16 1,6 3 4,5 6 35,1

as 16. % of respondents use it always and 48.6 % use it often. They report to
moderately use role-playing, case studies, and brainstorming show moder-
ate adoption. The results show that 36.5 % use role-playing frequently (6.8
% always and 9.7 % often), case studies are used by the half of respondents
and brainstorming is regularly used by nearly 46 % of respondents. Meth-
ods such as games, experimentation, and group investigation show the most
different frequencies of use. Games are sometimes of never used by 83.7 %
respondents, experimentation and group investigations are sometimes of
never used by 67.5 % of respondents. However, some methods are really rare-
ly used, these are: jigsaw, learning contracts, and I-Search are seldom used,
possibly due to constraints in resources, time, or training. According to the
results in Table 3, 6. % never use learning diaries, 7.3 % never use jigsaw,
75.7 % never use learning contracts, 6.8 % never use I-Search, and 68,9 %
never use Learning Centres.

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