Improving teaching and learning in higher education
The case for a relational perspective
Bibliographic Data
| ID | 4096801 |
|---|---|
| Authors | Paul Ramsden (The University of Melbourne, corresponding author) |
| Year | 1987 |
| Volume | 12 |
| Issue | 3 |
| Pages | 275-286 |
| Publication date | 1987-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075078712331378062 |
| OpenAlex | W2047403371 |
| Language | EN |
| Citations received | 20 |
| References cited | 10 |
The article argues for a particular view of teaching and learning in higher education. A relational perspective links the improvement of the professional practice of teaching with research into student learning. It offers an alternative to paradigms which reduce the complex relations between students, subject content, and teaching to characteristics of instruction and of students, and whose findings and prescriptions often appear distant from everyday teaching problems. Learning in institutional settings is bound up with content and context; isolating general mechanisms that ‘good learners ̊s use to learn any subject matter may be less than helpful. A relational perspective conceptualises the teaching and learning process holistically. It involves inquiry into and reflection on how students learn specific subject matter in particular contexts. The results are used to amend teaching and assessment. The perspective has far-reaching implications for staff development and the quality of teaching in higher education
Curriculum · Epistemology · Higher education · Mathematics education · Pedagogy · Subject matter · Teaching method · Computer Science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
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| Unique citing works | 20 |
|---|---|
| Citations per year | 0,54 |
| Citation span | 1989 - 2025 (37) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 19 |