It takes two to tango : How to get international relations
students engaged in their learning

C 2018

It takes two to tango : How to get international relations students engaged in their learning

PADRTOVÁ, Barbora

Základní údaje

Originální název

It takes two to tango : How to get international relations students engaged in their learning

Autoři

PADRTOVÁ, Barbora

Vydání

London, Early career academics' reflections on learning to teach in Central Europe, od s. 103-111, 9 s. 2018

Nakladatel

SEDA

Další údaje

Jazyk

angličtina

Typ výsledku

Kapitola resp. kapitoly v odborné knize

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

elektronická verze "online"

Odkazy

book, chapter

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14230/18:00111085

Organizační jednotka

Fakulta sociálních studií

ISBN

978-1-902435-63-3

Klíčová slova anglicky

classroom observation; interactive mini-lecture; international relations; motivation; pair work; Skype call

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 13. 2. 2020 15:01, Mgr. Blanka Farkašová

Anotace

V originále

A lack of sufficient levels of student’s attention and active class engagement are considered to be the biggest challenges in teaching in higher education in the last few years. This chapter describes the results of a teaching innovation to remedy this challenge at Masaryk University during the Autumn 2017 semester. The innovation started out from the observation that in the past students had neither been focused nor motivated in class and that they were passive observers rather than active learners. In order to elevate student participation in the classroom, to heighten their interest in the subject matter, and to assist in their learning, I replaced the traditional ninety-minute frontal lecture format with several shorter interactive activities. These consisted of Skype calls, pair/group work, and interactive mini-lectures. My chapter investigates whether these activities met their expectations by being as motivating for students to take part in as expected and whether their heightened interest manifested in the form of improved learning outcomes. The three activities that I have introduced were found to be interactive and students not only participated but also showed genuine interest in these activities. As a result, the level of student interest in an activity corresponded with the amount of learning students attributed to that activity. Nevertheless, my expectation that the activity I estimated to be the most interactive would also be the most interesting for students was not met. However, these findings suggest that the students’ motivation to engage and learn has improved so that it can be concluded that the innovation has reached its main objectives.

Citovat

PADRTOVÁ, Barbora. It takes two to tango : How to get international relations students engaged in their learning. Online. In Gabriela Pleschová, Agnes Simon. Early career academics' reflections on learning to teach in Central Europe. London: SEDA, 2018, s. 103-111. ISBN 978-1-902435-63-3.

@inbook{1574316,
   author = {Padrtová, Barbora},
   address = {London},
   booktitle = {Early career academics' reflections on learning to teach in Central Europe},
   editor = {Gabriela Pleschová, Agnes Simon},
   keywords = {classroom observation; interactive mini-lecture; international relations; motivation; pair work; Skype call},
   howpublished = {elektronická verze "online"},
   language = {eng},
   location = {London},
   isbn = {978-1-902435-63-3},
   pages = {103-111},
   publisher = {SEDA},
   title = {It takes two to tango : How to get international relations students engaged in their learning},
   url = {https://www.seda.ac.uk/resources/files/publications_252_Ch10_It_takes_two_to_tango_Padrtova.pdf},
   year = {2018}
}

TY  - CHAP
ID  - 1574316
AU  - Padrtová, Barbora
PY  - 2018
TI  - It takes two to tango : How to get international relations students engaged in their learning
VL  - neuveden
PB  - SEDA
CY  - London
SN  - 9781902435633
KW  - classroom observation
KW  - interactive mini-lecture
KW  - international relations
KW  - motivation
KW  - pair work
KW  - Skype call
UR  - https://www.seda.ac.uk/resources/files/publications_252_Ch10_It_takes_two_to_tango_Padrtova.pdf
L2  - https://www.seda.ac.uk/resources/files/publications_252_Ch10_It_takes_two_to_tango_Padrtova.pdf
N2  - A lack of sufficient levels of student’s attention and active class engagement are considered to be the biggest challenges in teaching in higher education in the last few years. This chapter describes the results of a teaching innovation to remedy this challenge at Masaryk University during the Autumn 2017 semester. The innovation started out from the observation that in the past students had neither been focused nor motivated in class and that they were passive observers rather than active learners. In order to elevate student participation in the classroom, to heighten their interest in the subject matter, and to assist in their learning, I replaced the traditional ninety-minute frontal lecture format with several shorter interactive activities. These consisted of Skype calls, pair/group work, and interactive mini-lectures. My chapter investigates whether these activities met their expectations by being as motivating for students to take part in as expected and whether their heightened interest manifested in the form of improved learning outcomes. The three activities that I have introduced were found to be interactive and students not only participated but also showed genuine interest in these activities. As a result, the level of student interest in an activity corresponded with the amount of learning students attributed to that activity. Nevertheless, my expectation that the activity I estimated to be the most interactive would also be the most interesting for students was not met. However, these findings suggest that the students’ motivation to engage and learn has improved so that it can be concluded that the innovation has reached its main objectives.
ER  -

PADRTOVÁ, Barbora. It takes two to tango : How to get international relations students engaged in their learning. Online. In Gabriela Pleschová, Agnes Simon. \textit{Early career academics' reflections on learning to teach in Central Europe}. London: SEDA, 2018, s.~103-111. ISBN~978-1-902435-63-3.

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