The most common method of teaching is ex-cathedra or lecturing supported with a Powerpoint presentation, as well as learning through exercises and homework.
However, it is becoming more and more common to practice so-called active work methods which stimulate active, responsible and cooperative learning. These learning methods and conditions provide many small group work techniques, debate techniques, project work, individual and group presentation, literature discussions. Presentations using computers or overhead projectors are also common practice, as well as the use of videos, computer-assisted learning, etc.
Besides, teacher/student communication is mostly done through the Internet or online platforms, for specific courses, through websites’ announcements, and so on.
Other forms of Teaching Methods:
– Project-based learning
– Field visits
– Clinical teaching
Anyhow, the use of methods and techniques depends on the professor’s ability to estimate their efficiency in providing expected learning results.
The students find extremely boring the lecturing method and appreciate any learner-centered approach because they allow them to become actively involved in the learning process. They especially find interesting and useful: clinical teaching, field visits, discussion upon case studies and project-based learning.
Based on the survey made by IBU English Language school professors the students appreciate project-based tasks, competitions, debates on certain topics and while preferring peer’s assessment on their oral presentation capacities.
An additional survey made among the IBU students about the most appropriate teaching style, over the most of the students indicated that short presentation by the professor and explanation about the certain topics followed by individual or group exercises related to the same topic is the best way to understand and gain knowledge.
The students are practicing :
- The debate in solving a certain social problem: ( ex. Debate on: Why does the youth emigrate from the country and what to do to prevent this process? or “How to improve the employment of youth in Macedonia?”
- Simulation of the court trials ( real case based); Simulation of negotiation for EU accession
- Simulation of the securities trading at the virtual Stock exchange,
- Problem-solving tasks, based on real case studies given by the practitioners
- Debate with Minister of Finance and Director of Public Revenues Office about pross and cons of introducing progressive personal income tax rate
- Simulation of the parliament for Annual Budget adoption or essential laws adoption
- Practicing inclusive Municipal Budgeting
- regular Orators days are organized at the Faculties of Law on a certain issue ( in case f Macedonia-“NAME issue” )
- Work on certain tasks while attending field visits in banks, insurance agencies, and other institutions
- A virtual visit to big international companies and problem-solving on given tasks by the certain company ( assessing the rationality of investments in the new facility (Ferrari-Italy), Deciding the best financial option for financing working capital, the best option of inventory management of the certain company, etc.
However, most of the examples of the innovative approach of teaching and learning are based on the individual initiative of certain professors and not as an organized approach. Even the mandatory Clinical teaching and field visits in institutions envisaged by the law Higher Education Institutions bylaws are not innovative (or even useful in all cases )