Insights on best teaching practices for promoting students' learning

I. Huet, J. Tavares, G.R.S. Weir

Research output: Contribution to conferencePaperpeer-review

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The Department of Educational Sciences and the Department of Electronic and Telecommunications at the University of Aveiro (Portugal) have been working together with the Department of Computer and Information Sciences at the University of Strathclyde (UK), with the aim of improving the teaching and learning of introductory programming courses. Both institutions belong to the European Consortium of Innovative Universities (ECIU), with a commitment to "developing and implementing new forms of teaching, training, and research; to assuring an innovative culture within their walls; to experimenting with new forms of management and administration; and to sustaining and nurturing internationally-minded staff" (ECIU). Over the past two years, data has been collected through interviews, questionnaires and class observation, to better understand the organization of the different courses and approaches to teaching and learning. Members of academic staff have been actively involved in trying to enhance the students' learning experience through reflection on teaching methods and trying new ideas to aid student success. During this process we have assimilated insights on teaching philosophies, methods and suggestions for course redesign. As an important piece of the "puzzle", students also provided useful feedback on differing aspects of teaching and course organization. The present paper presents a meta-analysis of our findings on the relevance of teaching practices for promoting students' learning. In addition, we discuss the impact that teaching philosophies and course organization may have on best teaching practices.
Original languageEnglish
Number of pages4
Publication statusPublished - 27 Aug 2005
Event11th Biennial Conference, EARLI2005 - Cyprus
Duration: 23 Aug 200527 Aug 2005


Conference11th Biennial Conference, EARLI2005


  • learning
  • online learning
  • teaching
  • course design
  • teaching practices


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