Simplifying instructional methodology through meta-practices

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Arran Caza, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: Choosing appropriate instructional methodologies when designing a course is challenging. The variety of options available magnify this difficulty. For good reasons, educators may be reluctant to implement new instructional methodologies, even when they are interested in doing so. We propose a potential solution based on the findings of a recent research study that identified instructional meta-practices (i.e., fundamental course activities shared by many different instructional methods) and their effects on a variety of student outcomes. We summarize the research findings and build on them to suggest how meta-practices may simplify the challenge of choosing an instructional methodology. Our suggestions include specific examples for a variety of teaching situations and a summary of one educator’s experience.

Additional Information

Management Teaching Review, 4, 164-172.
Language: English
Date: 2019
collaborative learning, peer assessment, problem-based learning, self-awareness, student engagement, teaching philosophies, team-based approaches

Email this document to