How to make a step towards future education. Teaching/learning methods in higher education for the 21st century

• Authors: Dace Siliņa , Kamila Witerska

Abstracts

EN

The rapid development of the world requires new improvements in every field of life, and demands new knowledge and skills from each worker. The employers expects a workforce with a new set of skills. Higher education institutions need to change and reshape their current offer and provide a learning process through which people acquire the skills required by employers. In order to ensure such a learning process is successful, it is important to explore the vision of both sides – students and lecturers – and to offer a new, up-to-date innovative training process. It is important to offer up-to-date tools – methods to work within the learning process. Students expect the training process to be motivating and engaging. Students demand that the learning process will successfully prepare them for the labour market. Lecturers focus on identifying new requirements and ways/methods to change their training process to ensure students’ demands are met. In this article, we reflect on the research carried out under the “Entrance to future education” project (efe-project.eu). The aim of the project was to identify and compile training methods that meet the requirements of the 21st century. As part of the project, we studied how students and trainers assess workshops and lectures in which at least one of the favoured methods was used. The article also reflects on the assessment of training programmes for trainers regarding the learning of new teaching methods.

Keywords

EN

learning methods; learning outcome; creativity; motivation; engagement; training

• Publisher: Akademia Humanistyczno-Ekonomiczna w Łodzi
• Journal: Kultura i Wychowanie
• Year: 2019
• Volume: 16
• Issue: 2
• Pages: 133-147

Dates

published

2019

Contributors

author

Dace Siliņa

• University of Latvia

author

Kamila Witerska

• University of Humanities and Economics in Lodz, Poland

• https://orcid.org/0000000324510016

References

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Identifiers

DOI

10.25312/2083-2923.16/2019_11dskw

Biblioteka Nauki

2194906