Understanding Students' Instructional Delivery Preferences and other Classroom Logistics
Promoting Global Literacy Skills Through Technology-Infused Teaching and Learning
Place of Publication
Students who enjoy the instructional techniques used by their instructors are more likely to graduate, but little has been done to identify student instructional preferences in higher education. Students in a mid-sized public university in the United States were surveyed to establish their preference for the vari- ous instructional delivery methods, classroom seating arrangements, levels of students’ engagement, the use of guest-speakers and video shows, different test types, and continuous assessment methods. A comparison of the mean responses and correlation analyses showed that overall students preferred to be given access to class reading materials and chapter summaries ahead of the class session, a forward- facing seating arrangement with the instructor at the front, constant encouragement to ask questions, use of guest speakers and video shows, the multiple-choice type of tests, and take-home continuous assessment tests. Results for other classroom logistics are reported, their implications discussed, and recommendations provided. The future research direction is also suggested.
21st Century Learning Experiences, Technology-Enabled Active Learning, Information Literacy
Library and Information Science
Jospeter M. Mbuba and Florence N. Mugambi (2014).
Understanding Students' Instructional Delivery Preferences and other Classroom Logistics. Promoting Global Literacy Skills Through Technology-Infused Teaching and Learning. 118-134. Hershey, PA: IGI Global.