Strategic directions in the what and how of learning and teaching innovation—a fifty-year synopsis
Bibliographic Data
| ID | 21325115 |
|---|---|
| Authors | Robert A Ellis (0000-0002-8781-3316, Griffith University, corresponding author) |
| Year | 2022 |
| Volume | 84 |
| Issue | 6 |
| Pages | 1267-1281 |
| Publication date | 2022-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0018-1560 • E-ISSN: 1573-174X |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10734-022-00945-2 |
| PMID | 36284646 |
| OpenAlex | W4306882851 |
| Language | EN |
| Citations received | 2 |
| References cited | 107 |
Student learning experiences at university are constantly evolving; new disciplinary discoveries, new knowledge, interdisciplinary synergies and new exigencies make learning a dynamic experience for students, teachers and researchers alike; and that is just the what of learning. Add to this, changes in the how of learning, new pedagogies and new technologies, new partners in the provision of learning, as well as new configurations of where learning takes place, such as on campus, at home, in the workplace and online; and it is not hard to make the case that learning experiences of students enrolled in a degree are relatively more complex today than they were even 20 years ago. Much of this change has been captured over the last five decades in the journal Higher Education. The ongoing challenge of these changes is the complexity that accompanies them. How do we improve the student experience of learning in a complex context? What should the outcomes of a higher education degree be? What learning processes are likely to lead better outcomes? How do you assess the quality of learning that may occur in small groups on campus or online, or in large groups in both places, or in laboratories or the workplace? What is the role of material objects in these experiences and do they contribute to outcomes? This manuscript will consider such questions and where the journal is pointing researchers towards new avenues that are developing in learning and teaching internationally
Active learning (machine learning) · Context (archaeology) · Cooperative learning · Discipline · Educational technology · Experiential learning · Geography · Higher education · Learning Sciences · Mathematics education · Open learning · Pedagogy · Political science · Quality (philosophy) · Social science · Sociology · Teaching method · Artificial Intelligence · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Online and Blended Learning · Psychology
Improving the quality of student learning
Relations between teachers' approaches to teaching and students' approaches to learning
Developing pre-professional identity in undergraduates through work-integrated learning
Individual differences in study processes and the Quality of Learning Outcomes
Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments
Innovation in education
Misconceptions about the learning approaches, motivation and study practices of Asian students
Higher education and attainment of policy goals
Hate and harassment in academia
Covid-19 and digital disruption in UK universities
What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work
Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students
Students’ motivation and engagement in higher education
The effect of providing learning analytics on student behaviour and performance in programming
The future of value in digitalised higher education
International students’ self-determined motivation, beliefs about classroom assessment, learning strategies, and academic adjustment in higher education
Stuck and sticky in mobile academia
Portuguese higher education students’ adaptation to online teaching and learning in times of the Covid-19 pandemic
Taking issue with how the Work-integrated Learning discourse ascribes a dualistic meaning to graduate employability
Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science
Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture
Balancing finances, politics, and public health
Teaching and learning under Covid-19 public health edicts
Supervisors’ experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses
Who benefits most from studying abroad? A conceptual and empirical overview
Internationalisation of higher education curriculum
Dealing with diversity in internationalised higher education institutions
Enhancing teaching through constructive alignment
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |