Teaching Methods

The course type is predefined by the curriculum and thus represents an important basis for teaching. However, instructors at the University of Graz are free to introduce and implement different teaching and learning methods in their courses.

Depending on the type of course, different teaching and learning methods can be implemented more or less well. For example, practice- and application-oriented course types are better suited to the implementation of problem-based or project-oriented learning; research-based learning is more appropriate in the context of research-oriented course types, etc. The decision for or against a teachingl and learning method should, however, depend above all on the defined learning outcomes.

Below you will find an overview of the most common teaching and learning methods and how they are understood and implemented at the University of Graz. Click on the title to access further information and resources.

Teaching methods

Digital teaching

The term digital teaching has taken on new meaning with the COVID-19 pandemic. In modern university teaching, the use of digital media has become de facto indispensable. This includes a wide range of use case scenarios such as the presentation of learning content using digital media (presentation slides, video, audio), the provision of materials in digital form via a learning management system (primarily Moodle at the University of Graz), holding a video conference, collaborative work in real time using online text editors, or the use of audience response systems in the lecture hall.

Students are also increasingly using digital tools, be it for creating media artifacts as part of their work, organizing their notes and documents, or communicating with teachers and fellow students. Digital tools bring numerous advantages, such as the sustainable use and adaptation of study materials, easier collaboration (also independent of time and location), new opportunities for feedback and much more. In addition to technical skills to be able to use these tools effectively, some forms of teaching with digital technologies are necessarily time-consuming at the beginning. In any case, the target group and their (digital) skills should be at the center of any use by instructors, as well as the question of whether and how the intended learning objectives can be achieved with the respective digital tools (keyword: constructive alignment).

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Online teaching

Online teaching is teaching in virtual space (either synchronous, i.e. simultaneously and in real time, or asynchronous, i.e. with a time delay), which takes place without physical presence at the university. In a synchronous variant of online teaching, course units usually take place via a video conferencing program. In asynchronous units, the focus is on the autonomous learning of the participants; accordingly, they decide for themselves when they work on which content. This content can range from recorded lecture videos by the instructor to collaborative learning tasks or discussion contributions using a learning management system. A further distinction is made between supervised and unsupervised online teaching. In the former, the teacher takes on tasks such as e-moderation and provides learners with continuous feedback and support. In the case of unsupervised online learning opportunities, the work is done individually. Massive Open Online Courses (MOOCs) are examples of purely online learning opportunities that can be both supervised and unsupervised.

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Blended learning

Blended learning essentially means that traditional face-to-face teaching is linked or combined with digital or virtual teaching/learning scenarios in a pedagogically meaningful way. On the one hand, instructors can combine their face-to-face teaching with the use of learning platforms, i.e. add a virtual component to the physical seminar room or lecture hall and thus frame it with a virtual learning space. Alternatively, it is possible to actually alternate phases of face-to-face teaching with phases of (a/synchronous) online teaching. Blended learning has advantages for both learners and instructors, for example in terms of flexibility and versatility. In order to ensure that the learning objectives are achieved, it is necessary for instructors to accommodate for and support learning processes, especially in the online phases. The following use case deals with the planning, design and successful implementation of such scenarios.

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Flipped Classroom

In contrast to traditional face-to-face teaching, where content is primarily taught in the seminar room and lecture hall, the "flip" of the flipped classroom appeals to the independence of students to familiarize themselves with the content on their own in a "preparation phase". The face-to-face phases are then used to support and deepen learning or to practise knowledge and skills. The flipped classroom method can be used for the duration of an entire course, which can be time-consuming at first, or for individual teaching units. In both cases, the planning requires a thorough pedagogical analysis of the course in advance. Consideration should be given to the learning phases and content for which the participants are expected to be able to work independently. An important question to be clarified in advance is: Can the intended teaching and learning objectives be achieved in the preparation phases? Flipped classroom, often referred to as "inverted classroom" in higher education, is not a new teaching method in itself. However, the use of digital media opens up new methods and possibilities for lesson design, which are described in the following use case.

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Hybrid teaching

Hybrid teaching is primarily understood as the simultaneous teaching of one group in physical presence on site and a second group or individual students in virtual form. To date, there is no clear definition and it encompasses a variety of different approaches. In any case, the basic principle is that there is a mixture of teaching formats and that analog and digital teaching and learning environments are combined. The use of hybrid teaching can be pragmatic, e.g. to enable individual learners who cannot be on site to still participate or to integrate external lecturers virtually into the course. However, hybrid teaching can also be based on pedagogical considerations, e.g. to be able to work in smaller groups to promote digital skills or other 21st century skills. At the University of Graz, all lecture halls and most seminar rooms are de facto equipped in such a way that hybrid settings are generally feasible. In addition, there are several so-called media trolleys, which are mobile video conferencing systems that can be reserved and borrowed for hybrid settings.

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Self-directed learning

Learners work through specific content in a self-organised and self-paced way, with or without the provision of learning and working materials. Online self-study courses or MOOCs (Massive Open Online Courses) can be useful for this form of teaching and learning.

Problem-oriented/problem-based learning

Problem-based learning or problem-oriented learning is a student-centered form of teaching and learning in which the learning process is shaped by working on or solving problems. Students work on the problems independently, but are guided and accompanied by the teacher. Self-directed learning and the development of content play a central role in building up the knowledge required to solve the problems.

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Research-based learning and teaching

Research and teaching are closely intertwined at universities. There are four possible interrelationships:

  1. Research-led teaching: Current research findings influence curriculum design or the selection of teaching content.

  2. Research-oriented teaching: Students acquire methods and skills for scientific work.

  3. Research-based learning and teaching: The course follows the course of a research process.

  4. Research-informed teaching: Research findings on teachingl and learning processes are applied in higher education teaching or instructors do research on their own teaching and pedagogic practices (Scholarship of Teaching and Learning).

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Project-oriented learning

Project-based learning/project work refers to the independent handling of a task or problem by a group, from planning to implementation and presentation of the results. Learners act independently and as creatively as possible.

Project-based learning generally requires cooperative and collaborative learning and is the starting point for other teaching and learning methods, such as service learning or challenge-based learning.

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Cooperative/collaborative learning

Generating knowledge and results by working together with others is at the heart of cooperative and collaborative learning. Both forms of learning can be used in projects, working groups and all forms of group work.

In cooperative learning, the focus is on the result to be achieved together. This can usually be achieved by dividing up the work so that the individual learners can initially work independently of each other and then combine their contributions into a whole at the end.

Collaborative learning requires constant interaction and cooperation between learners, as an individual cannot work without the contributions of others. The focus is therefore on the joint learning and working process rather than the end product. Collaboration is seen as a key competence for mastering future challenges in work and society(future skills).

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Interdisciplinary learning

Interdisciplinary learning means that learners integrate information, data, methods, tools, perspectives, concepts and/or theories from other - unrelated - disciplines in order to create products, explain phenomena or solve problems. Working and learning takes place in a different way than within a single discipline.

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Service Learning

Service learning is a form of teaching and learning that is geared towards students' social commitment. Students apply theoretical knowledge practically in service learning projects in cooperation with a non-profit organization.

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Further information on the concept and implementation of service learning at the University of Graz can be found

Do you have any questions or are you interested in implementing a service learning project? Elisabeth Hillebrand-Augustin (Teaching Development/Teaching and Student Services) will be happy to help you.

Challenge-Based Learning

Challenge-based learning is a relatively new concept in university teaching and learning that provides for the interdisciplinary processing of an authentic, locally or globally relevant challenge. The specific question to be worked on is determined jointly by the teacher(s) and students as well as any external partners. The (interdisciplinary) teams work on research, problems, projects, simulations or even experiments to solve the problem in line with the chosen challenge. The teacher accompanies the students during the work phase and ensures that the work progresses.

The conclusion of a challenge-based learning process consists of presenting a concrete proposal for action to solve the challenge, e.g. in the form of a scientific article, a blog post, a campaign or a public presentation. If possible, the solution developed should actually be implemented by the students or any partner organisations involved.

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Gamification

Gamification in teaching means using game elements to stimulate learning processes in a motivating way. However, unlike game-based learning, this does not involve the production or use of a game per se, but rather the addition of individual playful aspects to teaching. Points, ranking lists or badges can be used to motivate participants to complete the tasks and thus achieve the defined teaching and learning objectives. Gamification can be achieved with external tools, but also simply by adding activities to Moodle. Suitable elements in Moodle are, for example, completion tracking with a progress bar and various H5P activities that enrich learning content with interactive game elements. In face-to-face courses, some audience response systems are also suitable for playfully activating learners, e.g. with quizzes, and checking learning progress.

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Education for sustainable development

Sustainable thinking, research and action have a high priority at the University of Graz. With regard to teaching, sustainability means taking into account the Sustainable Development Goals set by the United Nations in teaching and enabling students to participate in the processes of shaping society for sustainable development.

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Future Skills/The 4C model

The idea of preparing learners for the challenges of the future world of work and providing them with the necessary skills has been around for several decades. Various models have attempted to define core competencies that graduates should have, regardless of discipline and academic degree.

One of the best-known models is the so-called "4C model", which was developed by the US organization Partnership for 21st Century Learning (P21). It sees communication, collaboration, creativity and critical thinking as the central "future skills", which are often also referred to as "21st century skills".

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Teaching and Learning Formats