Assessing instructional strategies at Barbados Community College hospitality institute in a dynamic global environment
KeywordsDirect teaching methods
Indirect teaching methods
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AbstractToday, there are educational institutions whose offerings highlight the value of a blended learning experience. Such organizations design their curricula to enhance students' knowledge, skills and attitudes. These institutions integrate several elements into the learning experience. The subject mater is taught, provision is made for students to practice and this all takes place in the traditional or virtual classroom or in a real world setting. Instructional practice is the bridge between the student and the teacher. At the Barbados Community College Hospitality Institute (BCCHI), there is no evidence that the faculty has conducted formal assessment of the organisation's instructional practices and no evidence of the existence of a review and improvement system of their instructional practice. This document examines one element of the learning environment - instructional strategies- at the (BCCHI) and seeks to present how best it facilities student learning. This study has the distinct aim of acquiring a better understanding of instructional practice at BCCHI and its influences on student learning. To this end a survey was conducted among 65 students, 21 instructors and the administration of the Institute. Findings of the study show that a coherent approach to instructional practice exists. Teachers are aware of the general knowledge, skills and attitude outcomes that students must master. They use a combination of direct and synchronous activities to engage students in the teaching/learning process. This active learning environment is endorsed by the students. However, what is compromising the teacher/learner transaction is the teachers' limited use of technology in the teaching and learning encounter; and more alternate forms of assessment which allow the students to demonstrate more than knowledge.