Journal•ISSN: 1930-8299
College Teaching
Taylor & Francis
About: College Teaching is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Higher education & Teaching method. It has an ISSN identifier of 1930-8299. Over the lifetime, 1314 publications have been published receiving 26596 citations.
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TL;DR: In this paper, the Sage on the Stage to Guide on the Side (S2G) method is described as a "guide-on-side" approach to guide on the side.
Abstract: (1993). From Sage on the Stage to Guide on the Side. College Teaching: Vol. 41, No. 1, pp. 30-35.
1,187 citations
TL;DR: In this article, Navigating the Bumpy Road to Student-Centered Instruction, the authors present a survey of the road to student-centered instruction in college teaching, focusing on three stages.
Abstract: (1996). Navigating the Bumpy Road to Student-Centered Instruction. College Teaching: Vol. 44, No. 2, pp. 43-47.
705 citations
TL;DR: In this article, the authors draw six key lessons from cognitive science for teachers of critical thinking: acquiring expertise in critical thinking is hard; practice in critical-thinking skills themselves enhances skills; the transfer of skills must be practiced; some theoretical knowledge is required; diagramming arguments (argument mapping) promotes skill; and students are prone to belief preservation.
Abstract: This article draws six key lessons from cognitive science for teachers of critical thinking. The lessons are: acquiring expertise in critical thinking is hard; practice in critical-thinking skills themselves enhances skills; the transfer of skills must be practiced; some theoretical knowledge is required; diagramming arguments (“argument mapping”) promotes skill; and students are prone to belief preservation. The article provides some guidelines for teaching practice in light of these lessons.
453 citations
TL;DR: In this article, students' learning styles in two classes: Online Distance Learning and Equivalent On-Campus are compared in terms of online distance learning and equivalence on campus.
Abstract: (1999). Students' Learning Styles in Two Classes: Online Distance Learning and Equivalent On-Campus. College Teaching: Vol. 47, No. 4, pp. 130-135.
438 citations
TL;DR: This article found that 95% of students bring their phones to class every day, 92% use their phones during class time, and 10% admit they have texted during an exam on at least one occasion, while instructors are largely unaware of the extent to which texting and other cell phone activities engage students in the classroom.
Abstract: As the use of mobile devices, such as cell phones, has proliferated in academic settings in recent years, new challenges are faced by institutions of higher education and their faculties. The authors surveyed 269 college students from 21 academic majors at a small northeastern university to gain a better understanding of the frequency and manner in which cell phones are used in college classrooms. Focusing on the use of text messaging in the classroom, students reported on their own and others’ use of cell phones. It was found that 95% of students bring their phones to class every day, 92% use their phones to text message during class time, and 10% admit they have texted during an exam on at least one occasion. The majority of the students surveyed believe that instructors are largely unaware of the extent to which texting and other cell phone activities engage students in the classroom. These activities include browsing the Internet, sending pictures, or accessing social networking sites. The authors dis...
344 citations