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Content about Educational psychology

January 16, 2013

To assess the viability of team learning methods foreign to Japanese higher education, a mixed methods action study project was conducted with remedial students in a Japanese college. Called Team Hachi Project, the research found support for the assumption that Japanese college students could increase academic learning and performance through interdependent learning methods.

November 7, 2011

Despite taking an academic tounge lashing for being ineffective, boring, and authoritarian, the  lecture remains the dominant teaching method in higher education. Is it time to retire the lecture for more dynamic methods that develop students for a turbulent environment or does the lecture still have a place in the contemporary classroom? 

July 20, 2011

A functionally diverse student population has joined the self-directed management-track learners who once dominated adult-oriented universities. Facing classrooms of students with a broadening range of experience, ability and motivation, how can adult educators meet the dynamic needs of individual learners? Integrating contingency leadership models with collaborative learning processes may provide a partial answer that can help adult educators to build dynamic strategies for supporting student performance, satisfaction, and persistence.

July 18, 2011

Despite living in a society that holds cooperation as a core value, students in the Japanese higher education system typically study in a rigid lecture-test environment that neither supports nor condones collaboration in the classroom. I addressed this cultural cognitive dissonance during a lecture to Hachinohe University faculty about how to use group-learning methods to invigorate student development in traditional higher education.

This article provides the English and Japanese language resources from "Transforming the traditional classroom with team learning: The teacher’s shifting leadership role in collaborative learning environments," a lecture presented by Brent Duncan to the faculty and adminstration of Hachinohe University, Japan on July 13, 2011.

May 3, 2011

Dynamic and diverse student needs require that the instructor build a flexible leadership style and a versatile toolkit for building a dynamic learning environment in which learners can recognize value, regardless of their learning stage.