ABSTRACT
This chapter is concerned with effective teaching in higher education in the broader sense of teaching, learning and assessment. The chapter begins with a discussion of these overlapping domains and the possible distinctions between ‘good’ teaching and ‘effective’ teaching. It presents a hierarchical model of methods, their underlying structures, the skills required and the styles of teaching. It then uses this framework to consider some of the key research and developments in teaching, learning and assessment, including research supervision, work-based learning and online learning. The chapter points to the relative lack of empirical research on effective teaching in the past decade. It then considers the spheres of influence upon teachers and students and how these may lead to different perspectives on effectiveness. The chapter ends with a discussion of the notion of effectiveness. It argues that what counts as effective teaching is shaped by espoused values and values in action of the writer. It offers some suggestions for policy makers and others to consider when framing their notions of effective teaching.
