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Myths in Education, Learning and Teaching This page intentionally left blank Myths in Education, Learning and Teaching Policies, Practices and Principles Editedby Marcus K. Harmes UniversityofSouthernQueensland,Australia Henk Huijser BatchelorInstituteofIndigenousTertiaryEducation,Australia Patrick Alan Danaher UniversityofSouthernQueensland,Australia Selectionandeditorialmatter©MarcusK.Harmes,HenkHuijserand PatrickAlanDanaher2015 Individualchapters©Respectiveauthors2015 Foreword©FredDervin2015 Softcover reprint of the hardcover 1st edition 2015 978-1-137-47697-5 Allrightsreserved.Noreproduction,copyortransmissionofthis publicationmaybemadewithoutwrittenpermission. Noportionofthispublicationmaybereproduced,copiedortransmitted savewithwrittenpermissionorinaccordancewiththeprovisionsofthe Copyright,DesignsandPatentsAct1988,orunderthetermsofanylicence permittinglimitedcopyingissuedbytheCopyrightLicensingAgency, SaffronHouse,6–10KirbyStreet,LondonEC1N8TS. Anypersonwhodoesanyunauthorizedactinrelationtothispublication maybeliabletocriminalprosecutionandcivilclaimsfordamages. Theauthorshaveassertedtheirrightstobeidentifiedastheauthorsofthis workinaccordancewiththeCopyright,DesignsandPatentsAct1988. Firstpublished2015by PALGRAVEMACMILLAN PalgraveMacmillanintheUKisanimprintofMacmillanPublishersLimited, registeredinEngland,companynumber785998,ofHoundmills,Basingstoke, HampshireRG216XS. PalgraveMacmillanintheUSisadivisionofStMartin’sPressLLC, 175FifthAvenue,NewYork,NY10010. PalgraveMacmillanistheglobalacademicimprintoftheabovecompanies andhascompaniesandrepresentativesthroughouttheworld. Palgrave®andMacmillan®areregisteredtrademarksintheUnitedStates, theUnitedKingdom,Europeandothercountries. ISBN 978-1-349-50205-9 ISBN 978-1-137-47698-2 (eBook) DOI 10.1057/9781137476982 Thisbookisprintedonpapersuitableforrecyclingandmadefromfully managedandsustainedforestsources.Logging,pulpingandmanufacturing processesareexpectedtoconformtotheenvironmentalregulationsofthe countryoforigin. AcataloguerecordforthisbookisavailablefromtheBritishLibrary. AcatalogrecordforthisbookisavailablefromtheLibraryofCongress. Contents TablesandFigures xi Foreword xii Preface xviii Acknowledgements xix NotesonContributors xxi Abbreviations xxvii 1 DemythologizingTeachingandLearninginEducation: TowardsaResearchAgenda 1 MarcusK.Harmes,HenkHuijserandPatrickAlanDanaher Introduction 1 Themythicineducation 2 Currentteachingandlearningmyths:Theliterature 3 Underlyingperspectivesonteachingandlearningmyths: Onlinelearningandproblem-basedlearning 5 Implicationsforaprovisionalresearchagenda 9 Mythsaboutlearningandteaching 10 Mythsabouteducationalprinciplesandpractices:Case studiesfromtheMiddleEast 11 Mythsaboutdigitalandonlineeducation 12 Conclusion 14 Part I MythsaboutLearningandTeaching 2 LearningPower:TakingLearning-Centredness SeriouslyinaBlendedLearningEnvironment 19 JulianneWillis,MarilynnWillisandHenkHuijser Introduction 19 Thecontext 20 v vi Contents Learningstyles 21 Differentialpedagogy 22 LearningPower 24 The4MATsystem:Designingtodevelopthelearners’ voiceofexpertise 27 Casestudy:CertificateIVinTrainingandAssessment 31 Conclusion 36 Acknowledgement 37 3 IntrinsicandExtrinsicMotivation:MythicAspectsin theTertiarySector 40 BarbaraA.H.Harmes Introduction 40 Motivation:Questionsanddefinitions 41 Intrinsicmotivation 41 Intrinsicmotivationisneithersimplenor one-dimensional 42 Variablesaffectingintrinsicmotivation 44 Extrinsicmotivation 45 Itisamythtoassumethatalleducatorsclearly understandmotivation 47 Itisamythtoassumethatstudentsarealways motivated,realisticorincontroloftheir studies 47 Oncemythsareunderstood,actioncanbetakento counteractthem 48 Itisamythtoassumethatface-to-faceand computer-mediatededucationrequirethesame motivationalstrategies 52 Conclusion 56 4 DoesIncreasedTeachingEquatetoIncreased Learning? 59 WimGijselaersandAmberDailey-Hebert Introduction 59 Theevolutioninteachingandlearning 59 Studieschallenginglong-standingassumptions 62 Controlversusempowerment 65 Theorganization 65 Contents vii Thelearner 67 Theteacher 68 Conclusion 68 5 Self-IdentifiedandObservedTeachingStyles: ACaseStudyofSeniorPhysicalEducationTeachersin QueenslandSchools 73 BrendanSueSeeandKenEdwards Introduction 73 Background 74 Researchdesign 75 Researchquestionsguidingthisstudy 76 Researchmethods:Choiceofparadigm 76 Subjectivityandobjectivity 76 Data-collectiontools 76 PartA:Natureofthequestionnaire 77 Researchmethod:PartA 78 PartA:Teachers’self-reporteduseofteachingstyles 79 PartB:Participants 80 PartB:Observations 82 PartB:Systematicobservationinstrument 83 PartB:Observations 84 Discussion:Themyths 86 Conclusion 91 Part II MythsaboutEducationalPrinciplesand Practices:CaseStudiesfromtheMiddleEast 6 ‘WeDon’tNeedNoEducation?’:MovingTowardsthe IntegrationofTertiaryEducationand Entrepreneurship 97 CormacMcMahonandHenkHuijser Introduction 97 Ahistoricalcontextforentrepreneurshipinhigher education 98 Recenttrendsinentrepreneurshipeducation 101 It’snotwhatweteachbuthowweteachit 105 EntrepreneurshipeducationatBahrainPolytechnic 108 Concludingremarks 110 viii Contents 7 TheEstablishmentofBahrainPolytechnic: AssumptionsQuestioned,MythsExposedand ChallengesFaced 114 MohammedAlDaylami,BrianBennison,ChrisCoutts, FaisalHassan,JameelHasan,HenkHuijser,Bryce McLoughlin,DavidMcMasterandFatimaWali Introduction 114 BackgroundtothePolytechnic’sestablishment 115 Approachtotheresearch 116 Myth1:Importedcurriculaareeasilyadapted 116 Myth2:AbilitytospeakEnglishiscorrelatedtoacademic skills 118 Myth3:Whatemployerswantismoreorlessthesame, globally 121 Employabilityskills 121 BahrainPolytechnic’semployabilityskillsframework 121 Myth4:BahrainiyoutharesimilartotheirWestern counterparts 122 Family-centric 122 Tech-savvy 123 Myth5:Qualityisaninternationallytransferablequality 125 Localandregionalqualitycontext 125 BahrainPolytechnic’squalityjourney 125 Conclusion:Lessonlearned 129 Part III MythsaboutDigitalandOnlineEducation 8 ThreeDecadesofDigitalICTinEducation: DeconstructingMythsandHighlightingRealities 135 AdrianaOrnellasandJuanaSancho Introduction 135 Locatingthemyths 138 PavingthewaytodigitalICTineducationmyths 138 ThreecommonmythsaboutdigitalICTineducation 139 Myth1:ProvidingschoolswithICTisenoughto improveeducation 139 Myth2:StudentstodaylearnbetterandmorewithICT becausetheyaredigitalnatives 142 Contents ix Myth3:Intheinformationsocietypeoplearecleverer andbetterinformedbecausetheyhaveunlimited accesstoinformation 144 Conclusion 146 9 DigitalLiteracyinHigherEducation:TheRhetoricand theReality 151 LorelleJ.Burton,JaneSummers,JillLawrence,KarenNoble andPeterGibbings Introduction 151 Myth1:Thedigitalnative 152 Digitalnativesinhighereducation:Therhetoric 154 Therealityofdigitalnativesinhighereducation 155 Myth2:Digitaldeliveryasapanacea 156 Method 158 Instrument 159 Surveyresults 159 Discussion:Implicationsfordigitallydeliveredhigher education 163 Guidelinesforeducatorsinestablishingeffectivelearning managementsystems 166 Futuredirections 168 Conclusion 169 10 LearnersandTechnology:MythsaboutOnline Education 173 ElenaBarberaGregori Introduction 173 Socialmythsinonlineeducation 174 Onlinelearningiseasierthanface-to-facelearning 174 Onlineeducationhaslowprestigeinthelabourmarket 175 Onlineeducationoffersfewerfacilitiesthanface-to-face education 176 Organizationalmythsinonlineeducation 177 Onlineeducationislowerinquality 177 Onlineeducationisflexibleandprovidesfullassistance 178 Onlineeducationisonlyfeasibleforcertaindisciplines 179 Instructionalmythsinonlineeducation 180 Onlineeducationlacksinteractionwithinstructorsand otherstudents 180

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