A practice where facilitators encourage and fuse many modalities such as andragogy, embodied, experiential, narrative, self-directed/individual learning, spiritual learning, and transformative learning into teaching methods to create positive experiences for students. Additionally, instructors must be cognizant of the different learning preferences of auditory, visual, and haptic to help students achieve comprehension of the topical matter.
Published in Chapter:
The Foundations of Intentional Education Practice
Abeni El-Amin (Fort Hays State University, USA & Shenyang Normal University, China)
Copyright: © 2023
|Pages: 19
DOI: 10.4018/978-1-6684-4600-3.ch001
Abstract
The problem related to teaching effectiveness includes failure of institutions to identify process improvements, ascertain appropriate stakeholders to accomplish institutional goals, and implement streamlined classroom processes to ensure instructors have the appropriate professional support needed to apply intentional educational practices in graduate programs. Consequently, current performance measures of educational programs illuminate issues in processes within instruction, quantity of trained instructor mentors, professional support networks, and existing programming which may need improvement, yet is not being addressed in educational environments. Performance measurement factors impact long-term institutional effectiveness service quality of HE (educator quality, educational services, activities, technology, continuous improvement, educational leadership, and IEPT (teaching style).