Connecting Learning Theory to Course Design and Facilitation by Developing a Teaching Philosophy

Connecting Learning Theory to Course Design and Facilitation by Developing a Teaching Philosophy

Kate Johnson, Amy Erickson, Diana Boggan
Copyright: © 2023 |Pages: 29
DOI: 10.4018/978-1-6684-7776-2.ch009
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Abstract

Although online adjunct faculty have expertise in their area of study, a disconnect often exists between teaching practices, theory, and course development. As the higher education landscape shifts to a centralized course model, this disconnect must be addressed for institutions to help faculty provide instruction that bolsters student success and completion. A teaching philosophy can resolve this disconnection. Inherent in the development of a teaching philosophy is a critical reflection of beliefs about how learning happens, and an articulation of how classroom strategy is utilized through the lens of learning theory and an understanding of course design. As faculty gain confidence in integrating contemporary teaching practices into their current pedagogy, they can tailor learning experiences to students' needs, engage in evidence-based strategies to enhance content retention, and develop effective courses if needed. Additionally, the teaching philosophy acts as tool for self-evaluation and further pedagogical evolution, and if used at scale, could increase the level of faculty expertise in the classroom institution wide.
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Establishing A Philosophy Of Teaching

Developing a teaching philosophy can aid in improving teaching skills. Research has shown that those with a well-articulated teaching philosophy are more effective in executing classroom instruction (Laundon et al., 2020; Beatty et al., 2009). One reason for this argument is that developing a teaching philosophy requires educators to think about pedagogy and learning theory, which is fundamental to designing curricula and facilitation practices. Bridging the distance between these two concepts-via a teaching philosophy-means faculty can do the same for their students. Once established, a teaching philosophy can guide faculty’s day-to-day teaching practices by keeping them focused on what best contributes to student learning. Therefore, developing a teaching philosophy is especially important for educator-practitioners who a) have field expertise but might lack a foundational background in teaching and learning theory, b) are required to build their own courses, and c) frequently teach courses they did not design, as in the centralized curriculum model that many online institutions employ.

Defining a Teaching Philosophy

A teaching philosophy is an essay that outlines a faculty member's pedagogical approach in the classroom. It provides a space where faculty can communicate values, beliefs, and learning experiences to students, colleagues, and the broader academic community. Meant as a reflective exercise, a teaching philosophy expresses an educator’s beliefs and values about teaching and learning, often including specific examples of how they enact those beliefs (Brown, 2017). Defining a teaching philosophy requires thoughtful reflection on the educator’s teaching practices and experiences and an understanding of learning theory and best practices. Once established, a teaching philosophy can guide faculty's day-to-day teaching practices and be a place for solace, reflection, and inspiration on hard days. Just as a mission statement guides an organization, a teaching philosophy guides an instructor and a course developer. It keeps focus on what best contributes to student learning. A strong teaching philosophy includes elements of various learning theories, current research on best practices in teaching, an understanding of the neuroscience surrounding learning, and personal experience as both a student and an instructor.

Key Terms in this Chapter

Learning Theory: This is a set of concepts and conditions that explain how people learn and how knowledge is acquired.

Teaching Philosophy: This is an essay that outlines an educator’s pedagogical approach to the classroom.

Schema: This is a mental categorization that the mind uses to organize knowledge that the individual acquires from the world around them.

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