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1. Verfasser:	Katsampoxaki-Hodgetts, Kallia
Format:	Recurso digital
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Veröffentlicht:	Zenodo 2023
Online-Zugang:	https://doi.org/10.5281/zenodo.18920415
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<h1>Introduction</h1> Higher Education teaching methodology is difficult to define, because any definition reflects particular discourse-bound conceptions of teaching and learning. Broadly speaking, a teaching method may be understood as the set of general principles—pedagogical, ethical, political, and social—as well as the strategies that guide instructional practice. It is primarily selected by the instructor in order to facilitate or enhance the learning of students. However, selecting the most appropriate teaching method in any given context is by no means a straightforward task, as it depends on a range of factors. These include the explicit and implicit beliefs of the instructor, the educational values they endorse, prevailing educational policies, the demographic characteristics of the classroom, and the subject matter being taught. Teaching methods also shape instructional strategies which, although they represent structured pedagogical interventions organised around a sequence of principles, may reflect multiple teaching methods simultaneously (Wiggins & McTighe, 2006). It is almost self-evident that the more teaching methods an instructor is familiar with, the more likely they are to move away from reproducing traditional teaching patterns grounded in lecture-based instruction and a relatively uniform approach to teaching, and to experiment with new pedagogical practices. Such a transition, however, is far from easy for two main reasons. First, these traditional patterns are deeply rooted in the long-standing traditions of teaching—and even more so in the traditions of academic teaching. Second, instructors often find it difficult to change their teaching practices, just as individuals generally find it difficult to change any established habit (Oreg, 2003; Smollan, 2011; Yılmaz & Kılıçoğlu, 2013). In higher education in particular, two additional factors often hinder attempts to renew teaching methods. The first is the assumption that anyone who possesses extensive knowledge of a subject area—as university academics certainly do—also knows how to teach it effectively. The second is the emphasis placed by universities on research rather than teaching in academic career advancement. These two factors may partly explain why international scholarship and debate on higher education pedagogy and teaching methodology remain relatively limited when compared with the extensive literature on school education. This edited volume seeks to address the gap described above in the Greek literature. Its primary aim is to initiate discussion and critical reflection on teaching methodology in higher education among instructors, as well as between instructors and educational researchers. In the future, such dialogue may lead to greater experimentation with new teaching methods within higher education teaching practice itself and perhaps encourage some instructors to become aware of the often implicit assumptions that shape and influence their teaching. Such processes are always long-term and demanding for those involved, yet they can bring—even if gradually—small changes that may ultimately lead to meaningful improvements in teaching. The overarching goal and main aspiration of this volume is therefore to provide structured and systematic opportunities for reflective professional learning, supporting autonomous learning and the professional development of academic staff in higher education institutions. Because the changes in teaching practices that this volume seeks to encourage are particularly difficult to achieve—and typically occur through participatory, collective, and reflective processes rather than through the mere reading of a book—we have attempted to give the volume a more practical orientation. For this reason, we place particular emphasis on presenting and discussing numerous examples of teaching methods, strategies, and educational proposals that reflect a hierarchy of educational priorities. In addition to presenting theoretical orientations, we considered it especially valuable to discuss concrete educational practices that have already been implemented in university settings. In short, this volume has been shaped in such a way as to fulfil its primary purpose: to stimulate discussion of the specific challenges currently faced by higher education pedagogy and to cultivate a reflective culture regarding the teaching methods employed, thereby supporting a shift toward teaching that acknowledges the diversity of learners—in this case, university students (Tomlinson, 2001). The structure of this edited volume has been guided not only by its central aim but also by the way in which its principal readers—university instructors—are conceptualised. University instructors are not viewed as individuals who follow ineffective teaching practices merely out of habit or tradition. Rather, they are understood as professionals who reflect critically on the challenges of teaching, who experiment with different approaches, and who seek to improve their practice. In other words, they are approached as dynamic agents who already possess considerable knowledge and experience derived from their teaching practice and who aim to further develop and enrich it. Our pedagogical proposals and discussions in this volume are informed primarily by theories of social constructivism, sociocultural approaches to learning, and cognitive theories of learning, which have become well established across all levels of education. At this point, it is useful to briefly outline these theoretical perspectives. A fundamental principle of social constructivism is that learning is a social process; consequently, knowledge is constructed through social interaction—through dialogue, disagreement, argumentation, and/or consensus (synthesis). From this perspective, the construction of knowledge by learners (students) emerges through processes of social interaction, interpretation, and understanding (Vygotsky, 1978). Within this framework, social interaction cannot be ignored in educational contexts. Learners must engage in social interaction—for example through group work, the sharing of experiences, and dialogue—in order to construct meaning through interactions with instructors and peers. Such engagement also supports the development of collaborative skills through participation in cooperative learning activities (Katsampoxaki-Hodgetts, 2023). Teaching methods such as collective case studies, research projects, collaborative problem solving, brainstorming, and guided discovery learning reflect the principles of social constructivism (Kelly, 2012; Adams, 2006). Similarly, cognitive theories of learning argue that learning is not merely a process of stimulus–response association, as suggested by behaviourism. Rather, learning is understood as the result of active information processing mediated by the learner’s internal cognitive functions. In other words, cognitive theories emphasise the active role of learners in searching for, constructing, and transforming knowledge. Knowledge is therefore viewed as the outcome of the learner’s active engagement with experience, through which individuals construct understanding within their physical and social environments. From this perspective, learning involves the modification of pre-existing knowledge structures (Schunk, 2012; Foulin & Mouchon, 2002). Within learning environments—whether lecture halls, laboratories, or digital classrooms—cognitive approaches offer opportunities for developing dynamic learning contexts in which interactive intellectual activities stimulate students’ thinking processes. For example, when students encounter questions that challenge their thinking, they are encouraged to move beyond their current knowledge in order to find solutions. In this sense, the central premise is that people learn through thinking. Cognitive learning theories therefore emphasise active learning, in which learners engage in meaningful tasks that require the application of their own thinking skills, rather than passive learning focused primarily on memorising information. Another framework that has influenced the pedagogical proposals presented in this volume is adult education, since university students are adults and should be approached as such in educational contexts. Kokos (2005), synthesising various approaches to adult learning, identifies several key characteristics of adult learners. More specifically, adults: <ol> <li> Participate in educational activities with specific goals, which may relate to personal development, professional aspirations, or issues of status and recognition. </li> <li> Possess significant life experiences that can serve either as a foundation for new learning or occasionally as obstacles, as these experiences shape how new ideas and situations are interpreted. </li> <li> Have developed preferences regarding how they learn most effectively, based on their previous educational experiences. </li> <li> Tend to prefer active participation in learning processes rather than remaining passive recipients of knowledge. </li> <li> Often encounter barriers to learning due to life circumstances such as employment obligations, personal responsibilities, or prior biographical experiences. </li> </ol> Furthermore, Leftheriotou (2012) highlights adult learners’ tendency toward self-determination, as they may at times seek empowerment and active participation, while at other times seeking guidance and support when necessary. Importantly, adult learners’ expectations are closely linked to the fulfilment of goals that they themselves consider meaningful for their lives or professional contexts, and therefore such learning goals must have clear and immediate relevance (IEP, n.d.). Why have we chosen these particular theoretical perspectives as the basis for our pedagogical reflections and proposals? Because they are contemporary frameworks that respond more effectively to the needs of today’s university students. They emphasise factors that support the organisation of courses in authentic learning environments (Herrington, 2005) that foster social interaction, collaborative learning (Richardson, 2005; Stauffacher et al., 2006), and student-centred teaching (Barr & Tagg, 1995; Gibbs, 1995), which constitutes a central focus of this volume. Moreover, contemporary learning environments—together with modern educational technologies that became widely adopted during and after the COVID-19 pandemic—offer numerous opportunities for communication and collaboration. These opportunities support synchronous and asynchronous interaction, inclusive communication (Hockings, 2010; Katsampoxaki-Hodgetts, 2023), multimodal communication (Kress & Van Leeuwen, 2001; Jaleniauskiene & Katsampoxaki-Hodgetts, 2023), collaborative problem solving, the sharing of digital resources, role-playing activities, and participation in collaborative learning communities (Akella et al., 2021) and communities of practice (Lave & Wenger, 1991). These theoretical foundations lead to student-centred and inclusive pedagogical proposals aimed at improving the ways in which learning environments are designed in higher education so that they benefit all students without exception. The edited volume comprises ten chapters. It begins with the chapter “The Evolution of Higher Education Pedagogy in Greece and Internationally”, in which Kallia Katsampoxaki-Hodgetts attempts to map the development of higher education pedagogy over the past twenty years at international, European, and national levels. This mapping draws on two sources: the international literature and interviews conducted with directors of Teaching and Learning Centres across Europe. Through qualitative analysis of these semi-structured interviews, the chapter identifies points of convergence in professional development approaches and policy directions across European higher education systems. Subsequent chapters address topics including student-centred learning, inclusive pedagogy, curriculum design, research-informed teaching, formative assessment, digital readiness, digital equity, students as partners, and the design of an open-access MOOC for academic development at the University of Crete. In concluding this introduction, we emphasise that this volume aims to provide ideas, proposals, and practical solutions for university instructors who seek to respond to contemporary educational challenges and to renew their teaching practices so that they better address the needs of their students in both physical and digital learning environments. It is addressed to those who make daily decisions about classroom organisation, group collaboration, the design of teaching activities, and the evaluation of learning processes and outcomes. It is also intended for those who seek to cultivate social as well as cognitive skills through their teaching, who care about the inclusion of all students, who aim to connect research with teaching, and who wish to develop further their digital readiness. Finally, we emphasise that this book encourages multiple readings and adaptations depending on the educational contexts in which its proposals are applied. Since it does not focus on a single disciplinary field but draws examples from a wide range of academic areas, such creative interpretation is both necessary and desirable. Heraklion and Rethymno, Crete, July 2023 Kallia Katsampoxaki-Hodgetts University of Crete

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