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The use of humour in teaching and learning in higher education classrooms: lecturers' perspectives

University lecturers' perspectives on the use of humour in teaching and learning have received little attention in the humour and higher education literature. Humour serves many roles in teaching and learning, and university lecturers' use of humour is both strategic and pedagogical in fac...

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Main Authors: Bakar, Farhana, Kumar, Vijay
Format: Article
Published: Elsevier Ltd. 2019
Subjects:
LB2300 Higher Education
Online Access:http://eprints.utm.my/id/eprint/88675/
http://dx.doi.org/10.1016/j.jeap.2019.04.006
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spelling my.utm.886752020-12-15T10:39:22Z http://eprints.utm.my/id/eprint/88675/ The use of humour in teaching and learning in higher education classrooms: lecturers' perspectives Bakar, Farhana Kumar, Vijay LB2300 Higher Education University lecturers' perspectives on the use of humour in teaching and learning have received little attention in the humour and higher education literature. Humour serves many roles in teaching and learning, and university lecturers' use of humour is both strategic and pedagogical in facilitating teaching. This paper explores the different types of humour that lecturers use in relation to three dominant theories of humour: the superiority, incongruity and relief theories. Intended and spontaneous humour and the various types of humour utilised to facilitate teaching and learning in the classroom are emphasised. Data for this study were collected by observing the classroom teaching of five award-winning lecturers in a university in New Zealand, who were identified and nominated by students as having a good sense of humour in the classroom. These lecturers were observed while teaching and then interviewed using Stimulated Recall Interviews (SRI)to understand their reflections-in-action concerning specific humorous moments and specific humorous behaviours while teaching. The data indicates that seven types of humour were used, either intentionally or spontaneously, to enhance student learning or to engage students' attention. These insights provide a fresh viewpoint on the use of humour from lecturers’ perspectives. Elsevier Ltd. 2019-07 Article PeerReviewed Bakar, Farhana and Kumar, Vijay (2019) The use of humour in teaching and learning in higher education classrooms: lecturers' perspectives. Journal of English for Academic Purposes, 40 . pp. 15-25. ISSN 1475-1585 http://dx.doi.org/10.1016/j.jeap.2019.04.006 DOI:10.1016/j.jeap.2019.04.006
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic LB2300 Higher Education
spellingShingle LB2300 Higher Education
Bakar, Farhana
Kumar, Vijay
The use of humour in teaching and learning in higher education classrooms: lecturers' perspectives
description University lecturers' perspectives on the use of humour in teaching and learning have received little attention in the humour and higher education literature. Humour serves many roles in teaching and learning, and university lecturers' use of humour is both strategic and pedagogical in facilitating teaching. This paper explores the different types of humour that lecturers use in relation to three dominant theories of humour: the superiority, incongruity and relief theories. Intended and spontaneous humour and the various types of humour utilised to facilitate teaching and learning in the classroom are emphasised. Data for this study were collected by observing the classroom teaching of five award-winning lecturers in a university in New Zealand, who were identified and nominated by students as having a good sense of humour in the classroom. These lecturers were observed while teaching and then interviewed using Stimulated Recall Interviews (SRI)to understand their reflections-in-action concerning specific humorous moments and specific humorous behaviours while teaching. The data indicates that seven types of humour were used, either intentionally or spontaneously, to enhance student learning or to engage students' attention. These insights provide a fresh viewpoint on the use of humour from lecturers’ perspectives.
format Article
author Bakar, Farhana
Kumar, Vijay
author_facet Bakar, Farhana
Kumar, Vijay
author_sort Bakar, Farhana
title The use of humour in teaching and learning in higher education classrooms: lecturers' perspectives
title_short The use of humour in teaching and learning in higher education classrooms: lecturers' perspectives
title_full The use of humour in teaching and learning in higher education classrooms: lecturers' perspectives
title_fullStr The use of humour in teaching and learning in higher education classrooms: lecturers' perspectives
title_full_unstemmed The use of humour in teaching and learning in higher education classrooms: lecturers' perspectives
title_sort use of humour in teaching and learning in higher education classrooms: lecturers' perspectives
publisher Elsevier Ltd.
publishDate 2019
url http://eprints.utm.my/id/eprint/88675/
http://dx.doi.org/10.1016/j.jeap.2019.04.006
_version_ 1687393605085298688
score 13.211869

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