Effective teaching for democracy requires an understanding of the teaching methods and educational characteristics that are effective in interventions. In order to address this requirement, we conducted a systematic literature review. We used an extensive search syntax and snowballing method that allowed us to find n = 2093 unique publications. After a screening process, we have included 54 interventions in 51 different quantitative effect studies written between 2010 and 2020. We categorized these interventions into five types of teaching methods: instruction, small-group work, assignments, projects, and democratic decision-making. We analyzed what the educational characteristics (i.e., subject matter, classroom interaction, classroom management) of these interventions were and for which democratic competences (i.e., knowledge, attitude, skill, behavior) they were effective. Our results show that teaching methods have differential effects on democratic competences. We also discuss the robustness of these results. Our study shows that there is still much to be gained in terms of research designs, the conceptualization of democratic competences, and the description of teaching methods.
MULTIFILE
Blended learning environments (BLEs) have become an indispensable part of higher education and an essential part of course delivery. Although teachers need to be active agents in facilitating students’ self-regulation and interaction, little is known to what extent such support is provided. This study investigated the use of self-regulation strategies (SRS) and interactional methods of teachers and students in BLEs. In a cross-sectional design, 171 teachers and 331 students completed a questionnaire on the use of SRS and the application of human and non-human interactional methods. Results showed that, on average, teachers and students pay little attention to SRS and do not or hardly use interactional methods. Results also showed that experienced and inexperienced teachers did not differ in their attention to SRS, although a significant difference was found between teachers with and without online teaching experience. Teachers with more online teaching experience pay more specific attention to metacognitive and management strategies. A positive relationship was also found between the extent to which teachers use both human and non-human interactional methods and the extent to which they pay attention to SRS in the online component of BLEs. Finally, there was a positive relationship between the extent to which students utilize both human and non-human interactional methods and the extent to which they apply SRS. Outcomes of this research provide insight into the design of BLEs and emphasize the importance of teachers' attention to students’ SRS and the use of interactional methods.
From the article : "In this paper the implications of different research approaches and methods are illustrated by using two projects of the authors. Both projects take place in the same context: exploring participatory innovation within Small-to-Medium sized Enterprizes (SMEs). The main aspects coming forward when comparing the research characteristics of both projects are the importance of time and momentum, the structural set up of the project, people or participants and the abilities of the people involved. The research goal and the background of the researcher are main determinants for the chosen research methods. We hope with this paper to make researchers aware of the implications of the research methods and approach on the results of the project."
