Rethinking Learning in Higher Education
Type
fundamental research project
Start Date
August 1, 2009
End Date
May 31, 2013
Status
Completed
Keywords
Learning sciences
learning
teaching
learning model
higher education
Description
In the context of the Bologna Process European higher education institutions (HEIs) have started to engage in curricular and pedagogical renewal to increase not only the quantity but the quality of their graduates. A paradigm and culture shift from teacher-centred to student-centred learning and instruction is proposed among other measures in order for HEIs to successfully prepare their students for life and work in the knowledge society and economy of the 21st century. How can instructors design and bring to life powerful student-centred learning environments (SCLEs) that provide students with opportunities for deep learning? The scientific objective of this EU-funded research project is to develop a situative educational model to advance theory building and guide the design and implementation of powerful SCLEs in higher education classrooms.
A conceptual framework is developed based on an expansive literature review outlining well-founded common design principles and instructional quality dimensions and features of SCLEs that reflect a situative constructivist view of learning and instruction. The framework serves as a starting point and point of reference to structure the empirical research context.
The ethnographic case study research (empirical study) investigates three authentic university courses (seminars with 25 up to 38 students) for prospective teachers enrolled in a 1-year Master’s programme at the Harvard Graduate School of Education, Cambridge, MA, USA. Exploring authentic classroom learning, teaching and interaction practices provides rare and detailed glimpses into student-centred classrooms in order to carve out and systematise characteristic course design elements, instructional strategies, and teaching and learning challenges these classrooms present for the instructors and/or the students.
For data collection and analysis purposes several instruments are used to access rich empirical data that allow for thick descriptions and interpretations in the context of single and cross case analyses: participant observations, half-standardised student evaluation surveys, semi-structured instructor and student interviews and class videotapes. The qualitative coding process is informed by categories and codes iteratively developed based on theory and data. Event sampling, a constant-comparison approach and interaction analysis are used to identify underlying patterns and practices that emerge consistently in the naturalistic classrooms under study.
The empirical case study findings informed the development of a situative educational model outlining the following core components of powerful SCLEs: (1) The learning environment embodies aligned curricular design elements and related quality features that allow the students to engage with relevant and challenging content (e.g., questions, tasks) and achieve high-level learning outcomes; (2) Students are positioned for active participation in knowledge construction and interactions – as accountable authors, active and vocal participants, and responsible co-designers; (3) Instructors apply adaptive instructional strategies to support students’ participatory processes of knowledge construction and to cultivate a productive and supportive classroom community of learners.
The study also discusses challenges to the implementation of student-centred learning and instruction and draws implications for higher education classrooms and institutions to foster high-quality education and ultimately high-quality graduates.
A conceptual framework is developed based on an expansive literature review outlining well-founded common design principles and instructional quality dimensions and features of SCLEs that reflect a situative constructivist view of learning and instruction. The framework serves as a starting point and point of reference to structure the empirical research context.
The ethnographic case study research (empirical study) investigates three authentic university courses (seminars with 25 up to 38 students) for prospective teachers enrolled in a 1-year Master’s programme at the Harvard Graduate School of Education, Cambridge, MA, USA. Exploring authentic classroom learning, teaching and interaction practices provides rare and detailed glimpses into student-centred classrooms in order to carve out and systematise characteristic course design elements, instructional strategies, and teaching and learning challenges these classrooms present for the instructors and/or the students.
For data collection and analysis purposes several instruments are used to access rich empirical data that allow for thick descriptions and interpretations in the context of single and cross case analyses: participant observations, half-standardised student evaluation surveys, semi-structured instructor and student interviews and class videotapes. The qualitative coding process is informed by categories and codes iteratively developed based on theory and data. Event sampling, a constant-comparison approach and interaction analysis are used to identify underlying patterns and practices that emerge consistently in the naturalistic classrooms under study.
The empirical case study findings informed the development of a situative educational model outlining the following core components of powerful SCLEs: (1) The learning environment embodies aligned curricular design elements and related quality features that allow the students to engage with relevant and challenging content (e.g., questions, tasks) and achieve high-level learning outcomes; (2) Students are positioned for active participation in knowledge construction and interactions – as accountable authors, active and vocal participants, and responsible co-designers; (3) Instructors apply adaptive instructional strategies to support students’ participatory processes of knowledge construction and to cultivate a productive and supportive classroom community of learners.
The study also discusses challenges to the implementation of student-centred learning and instruction and draws implications for higher education classrooms and institutions to foster high-quality education and ultimately high-quality graduates.
Leader contributor(s)
Member contributor(s)
Funder
Topic(s)
Learning model
Case study research in higher education
Student-centered learning and teaching
Harvard University
Method(s)
Case study research
interviews
video analysis
participant observation
document analysis
Range
School
Range (De)
School
Division(s)
Eprints ID
61038
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Item type:Publication, Critical Exploration in the University Classroom: Implications for Teaching and TeachersThe paper introduces an educational approach developed by Eleanor R. Duckworth named Critical Exploration in the Classroom (section 1) and outlines the basic educational components central to this approach (section 2). After that selected findings of an in-depth case study conducted in Professor Duckworth's higher education classroom at Harvard Graduate School of Education in the United States will be presented. The empirical case study investigated how the learning environment in the classroom was designed to support deep exploratory learning exploring both, curriculum design and pedagogy (section 3). As a result, pedagogical implications on how educators can use their knowledge to help students learn will be outlined (section 4). Online:https://globaljournals.org/GJHSS_Volume14/5-Critical-Exploration-in-the-University-Classroom.pdfType:journal articleJournal:Global Journal of Human-Social ScienceVolume:14Issue:2-B - Some of the metrics are blocked by yourconsent settings
Item type:Publication, An Alternative Model of Learning: Implications of Learning Sciences Research for the Creation of Effective Technology-Enhanced Learning EnvironmentsThe European Commission stresses the importance of innovation, research, high-quality education and lifelong learning as Europe develops as a knowledge-based society and economy. In order to enhance the scientific knowledge on innovative pedagogies and accelerate new forms of learning and teaching, more interdisciplinary learning sciences research is required. This research can inspire to a faster and more progressive change in Europe's education and training systems. Consequently, the overall goal of this research project is to gain a refined knowledge on how students come to understand and how faculty can support learning with understanding, creating effective learning environments. The objectives tackled are as follows: (1) In order to refine the scientific knowledge on how students come to understand, cognition will be studied in its physical, social and cultural context, conducting an interdisciplinary literature review and outlining a sensitizing framework; (2) Explorative case study research on how expert instructors in the field of education design effective learning environments that engage students in deep learning will be conducted. In this respect, three selected courses at Harvard Graduate School of Education will be investigated to inform the theory-building process of the study; (3) Characteristics of effective learning environments will be derived from learning sciences research (see 1, 2) to guide the development of a new learning model; (4) Good practices as well as implications for curriculum development and learning and teaching in higher education will be drawn from the American context, with the purpose of transferring and implementing the insights gained there, to the European context.Type:working paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Design of Exploratory Learning Environments(2010-06-22)Recent findings from the learning sciences suggest that learners themselves need to actively construct knowledge in ways that make sense to them connecting new information to prior knowledge while being engaged in authentic practices. However, many teacher and curriculum programs in formal higher education are designed to put the instructor in the forefront. While the instructor does the explaining and questioning, the students do the listening (traditional models of learning). Consequently, thinking of teaching as helping students to learn, i.e. to understand, this study tries to elaborate on cognition in its physical, social and cultural context investigating learning and teaching as they happen in higher education classrooms. The case study research is guided by the following question: How do expert instructors design exploratory learning environments that engage students in deep learning? Preliminary case study results and implications are presentedType:presentation - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, Effective Teaching and Learning in Higher EducationThis paper provides an overview of three major strands concerned with the effectiveness of teaching and learning in higher education. The paper is based on an extensive literature review and brings research findings from (1) process-outcome research, (2) information-processing concepts of teaching effectiveness and (3) constructivist instruction and the creation of effective learning environments together. Reviewing the literature it might be useful to synthesize and align the research from these different strands to apply an increasingly holistic perspective. Based on the evidence found in research studies and meta-analyses in each strand implications for effective learning and teaching in higher education will be outlined.Type:conference paper - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, Promoting Skills for Innovation in Higher Education : A Literature Review on the Effectiveness of Problem-Based Learning and of Teaching BehavioursHigher education plays an important role in providing people with skills for innovation, but a number of important questions remain as to what kind of higher education teaching can be conducive to the strengthening of skills for innovation. This report aims to shed light on this issue by reviewing the current evidence on the effectiveness of problem-based learning compared with more traditional approaches in higher education teaching. It explores the extent to which problem-based learning can be an effective way to develop different discipline-specific and transferable skills for innovation. Research, primarily from the field of medicine, shows that problem-based learning appears to be beneficial in fostering certain aspects of skills for innovation. In addition, the report explores the literature on direct teaching behaviours that may help foster student learning in more traditional teaching settings. Despite the promising evidence linking problem-based learning and effective teaching in higher education to certain aspects of skills for innovation, more work is needed in this area. There is strong potential for further research to provide additional important insights into the development of skills for innovation. Online at http://www.oecd-ilibrary.org/education/promoting-skills-for-innovation-in-higher-education_5k3tsj67l226-enType:working paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Designing Student-Centered Learning Environments for Higher Education ClassroomsIn a constantly changing and increasingly globalized and competitive world higher education institutions as creators of knowledge and producers of human capital need to continue to modernize to face today’s global, economic, demographic, technological and social realities. This multiple case study research investigates how expert instructors in the field of higher education design student-centered learning environments that engage students in deep learning. Multiple qualitative data collection methods were used in each of the three cases over the course of one academic term, respectively. The study has discovered the following crucial concepts and provides concrete examples of progressive higher education learning and teaching: course organization, class culture, class community, and roles of the instructor (e.g. model, facilitator of activities, feedback giver).Type:conference paper - Some of the metrics are blocked by yourconsent settings
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