Teaching methods, teacher engagement and goals in b-learning

Abstract

Research on the teacher's methodologies and motivation in higher education has a long tradition , although not enough attention has been given to them in new teaching modalities. An online questionnaire was administered to a sample of 365 higher education teachers from a b-learning modality in order to collect information on teaching methods, teacher engagement and goals. Data were subjected to descriptive, correlational and inferential analyses. The use of the lecture method, remarkable levels of teacher work engagement and prosocial goal orientation were highlighted. Significant differences between teaching methods, teacher engagement and goals according to sociodemograhic variables and areas of knowledge, were found. The higher use of the lecture method in less-experienced teachers, the least use of non-formal tools for communication (external to the university) in younger teachers, and higher levels of engagement in teachers with precarious working status, were highlighted. It's concluded the necesity of investigating additional contextual factors with an impact on the actual use of the teaching methods, in order to encourage teaching methods where students have an active role.