Other Titles
Teaching and educational progression
Abstract
This review shows that research on teaching and learning methods has increased dramatically since the year 2000, that much of the research published in English is done outside of the U.S., that methodological shortcomings remain problematic, and that learning outcomes are a major focus.
Sigma Membership
Alpha Zeta
Lead Author Affiliation
Teachers College, Columbia University, New York, New York, USA
Type
Presentation
Format Type
Text-based Document
Research Approach
N/A
Keywords:
Learning Methods, Structured Literature Review, Teaching Methods
Recommended Citation
O'Connell, Kathleen A. and Kaur, Tresa, "Experimental and quasi-experimental studies on teaching and learning methods 1987 to 2015" (2018). NERC (Nursing Education Research Conference). 129.
https://www.sigmarepository.org/nerc/2018/presentations_2018/129
Conference Name
Nursing Education Research Conference 2018
Conference Host
Sigma Theta Tau International,National League for Nursing
Conference Location
Washington, DC, USA
Conference Year
2018
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Experimental and quasi-experimental studies on teaching and learning methods 1987 to 2015
Washington, DC, USA
This review shows that research on teaching and learning methods has increased dramatically since the year 2000, that much of the research published in English is done outside of the U.S., that methodological shortcomings remain problematic, and that learning outcomes are a major focus.