Active Learning in Higher Education
352 pages

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352 pages
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This is the latest volume in the Learning in Higher Education series. Active Learning has at least two major benefits: 1) it engages students in their learning, and 2) it enhances their deeper learning outcomes. In this book, authors from universities in Australia, Canada, Italy, New Zealand, Romania, Turkey, the UK and the USA show how they have used active learning to engage their students and improve their deeper learning outcomes. Reading the book, you will gain insight into how the authors designed and carried out their teaching, using one of these eleven active learning methods: authentic project-based learning; case-based learning; experience-based learning; flipped and peer learning; inquiry-based learning; learning space design; project-based learning; research-based learning; students as partners framework; technology-enhanced learning; and virtual exchange co-design.


Publié par
Date de parution 15 avril 2022
Nombre de lectures 0
EAN13 9781912969425
Langue English
Poids de l'ouvrage 3 Mo

Informations légales : prix de location à la page 0,2750€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.


Active Learning inHigher Education – Student Engagement and Deeper Learning Outcomes
Active Learning inHigher Education – Student Engagement and Deeper Learning Outcomes
Kayoko Enomoto, Richard Warner and Caus Nygaard (Eds.) Foreword by Professor David Hyatt
First publised in 2022 by Libri Publising
Copyrigt © Libri Publising
Autors retain copyrigt of individual capters.
he rigt of Kayoko Enomoto, Ricard Warner and Claus Nygaard to be identified as te editors of tis work as been asserted in accordance wit te Copyrigt, Designs and Patents Act, 1988.
ISBN 978-1-911450-47-4 eISBN 978-1-91296-942-5
All rigts reserved. No part of tis publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means, electronic, mecan-ical, potocopying, recording or oterwise, witout te prior written permission of te copyrigt older for wic application sould be addressed in te first instance to te publisers. No liability sall be attaced to te autor, te copy-rigt older or te publisers for loss or damage of any nature suffered as a result of reliance on te reproduction of any of te contents of tis publication or any errors or omissions in its contents.
A CIP catalogue record for tis book is available from he Britis Library
Cover design by Helen Taylor
Design by Carnegie Book Production
Libri Publising Brunel House Volunteer Way Faringdon Oxfordsire SN7 7YR
Tel: +44 (0)845 873 3837
ContentsForeword David Hyatt
Capter 1:Passive Learning and Active Learning in Higer Education: teir Underpinning Learning heories and Consequences for Teacing and Assessment Kayoko Enomoto, Ricard Warner and Claus Nygaard
Capter 2:How Voice Students Become Professionals troug Active Learning Experiences Anke Hoeppner and Anna Reid
Capter 3:Reflection towards Excellence: Empowering Learners to Become Reflective Practitioners Hanna Olson
Capter 4:Using Co-designed Tecnology-enanced Learning to Develop Postgraduate STEMM Students’ Researc Communication Competencies Elena Forasacco and Jorge Freire
Capter 5:Partnering wit Student Leaders: Active Learning troug Integration of Peer Assisted Study Sessions into an Undergraduate Language Course Kayoko Enomoto and Ricard Warner
Capter 6:Impact of Learning Space Design on Students’ Experiences in an Active Learning Classroom SelinÜstand Orçun Kepez
Capter 7:Enancing Students’ Interpersonal and Leadersip Skills troug an Experience-based Service-learning Project: A Case of Active Learning Lorina Culic and Anișoara Pavelea153
Contents Capter 8:Fostering Active Learning Online Using Interactive Video Lectures Luis da Vina181
Capter 9:Using Active Learning to Help Retention Rates for Women in Engineering troug a Virtual Undergraduate Mentorsip Program Kristina Rigden
Capter 10:Constructing te Employable Graduate troug Active Learning Projects Sara Swann
Capter 11:Pre-Service Second Language Teacers’ Co-design of Virtual Excanges as a Form of Active Learning in Higer Education Giovanna Carloni263
Capter 12:Tracking te Mental Well-being of Pre-service Teacers in Post-secondary Healt Metods Courses Judy Jaunzems-Fernuk
Capter 13:Teacing from te Native American Circle: A Future Campus-wide Sustainability Project as a Catalyst for Active Learning Diana Scooling
hese are turbulent times for tose teacing in iger education. he callenges and disruption of a worldwide pandemic ave pused teacing academics into an unexpected pivot to on-line teacing, often in contexts were teir institutions are ill-prepared for suc a transformation, in terms of logistics, support and staff development. Academics, bot new and establised, face institutional demands tat pus tem to increas-ingly ig workloads, in part caused by teir desire to support teir students. hey face callenges in real terms to income and pensions, te growing casualisation of an expanding workforce, te unelpful essentialisation of learners, and policy demands for increasing levels of bureaucratic demands, masquerading under discourses of ‘accountability’ and ‘excellence’. Witin tis seemingly sadowy landscape tere are, owever, beacons of ligt. Teacing academics enter te profession, not for pres-tige and rices, but wit a burning passion to inform and inspire teir students. Despite te constraints tey face on a daily basis, I feel proud and umbled to work wit suc colleagues, and to meet fellow peda-gogic travellers around te world, wo strive to develop approaces to learning and teacing tat foster a deeper engagement of teir learners in te construction of, and reflection on, new understandings of teir fields of study. hese educators escew an understanding of innovation and creativity as mere institutional marketing USPs and capture te true essence of tese notions in describing te pedagogical affordances tat emerge from an active learning orientation, and so encourage witin teir students a desire for, a love of, and a capability for deep, critical and reflexive learning. he contributors to tis book are suc educators. In various forms, I ave been writing on innovative approaces to iger education pedago-gies for 27 years. In tat time, rarely ave I come across assemblage of capters underpinned by a collective commitment to demonstrate te value and impact of approaces to teacing tat callenge te ubiquity of transmission models. Suc teacer-centred pedagogies, wit teir goals of te memorization and reproduction of decontextualised knowledge,
Foreword ave profound consequences for teacing, curriculum and assessment. At its eart tis book embodies a decentering of pedagogic practice, prob-lematizing te traditional relationsip between teacer and student in terms of its power differential, often enacted in an asymmetric, ier-arcical expert/novice dyad. Suc relationsips can trap educative relationsips in a ‘transmission’ or ‘training’ mode, wit students passively receiving ‘instruction’ from ‘experts’. In contrast, tis book offers a series of vignettes of active learning practices and te impact tese ave ad on deep learning. he autors demonstrate ow we can retink, disrupt and disorient dominant conceptions of transmissive pedagogy, to build a more collaborative, collegial, decentred and active approac to student learning. he process of compiling tis book was important, wit its cooper-ative and collaborative etos mirroring te principles tat te autors ave embodied in eac of teir capters. Autors ave worked togeter supporting te development of eac oter’s capters, and adopting a common structure. his approac brings wit it te benefits of inter-textual and interdiscursive cross-referencing between capters to ensure tat te book is one wic as a strong tematic coerence and inte-gration, rater tan representing a disparate bricolage of disconnected fragments. In te compilation of tis collection, te autors and editors ave adopted a process approac tat frames teir contributions around tree key pillars: student engagement, active learning and deeper learning outcomes. he book comprises tirteen capters written by expert international autors from 9 countries across Europe, Nort America and Australasia. hese capters engage wit important contemporary temes in active learning in iger education, suc as: te importance and implications of learning teories on teacing paradigms; student voice and prepara-tion for professional contexts; developing reflective practice and becoming reflective practitioners; te promotion of learning partnersips and te co-design of learning ric environments; te development of researc communicative competencies; te benefits of peer mentoring and student partnersip; te design of flexible and appropriate learning spaces; te enancement of interpersonal and leadersip skills, and active citizen-sip; interactivity in online learning spaces as a callenge to passivity in learning contexts; te callenging of instrumental discourses of
Foreword employability troug experimentation wit career identities; te co-de-sign of virtual excanges and mentoring; te centrality in principled iger education of mental wellbeing; and te value of embracing and learning from indigenous and sustainable educative practices. his is a book wic will be of profound value to educators in iger education. It describes diverse active learning experiences and provides invaluable reflexive advice for tose seeking inspiration in te deep and committed engagement of teir students, te development of autentic and active learning communities and te fostering of deep learning in, and wit, te learners tey guide. It is a work tat will be welcomed by tose new to academia opening teir eyes to new possibilities, but also by more experienced practitioners seeking to enance te engagement and motivation of teir students and to construct powerful and productive communities of learning. More importantly, te impact of tis book will be felt by te students of tose inspired by tese capters. It is tose students temselves wo will be te beneficiaries of te creative and inno-vative pedagogic practices espoused witin tese pages.
Professor David Hyatt
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