The Use and Perceived Effectiveness of Instructional Practices in Two-Year Technical Colleges
Abstract
This study explored the interplay between the frequency with which faculty members at eight technical colleges in Georgia used 18 instructional practices and their perceptions of the effectiveness of those practices to aid students in accomplishing three student learning outcomes: information acquisition, knowledge application, and skills development. The data, which were obtained through an online questionnaire, showed considerable variation in the use and the perceived effectiveness of the instructional practices. Survey results indicated that technical college faculty approached their teaching responsibilities primarily from a teacher-centered perspective; however, the survey respondents identified instructional practices situated in a learner-centered paradigm to be more effective in aiding students in mastering the three student learning outcomes.
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