ERIC Number: ED561350
Record Type: Non-Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: 63
Effective Practice in the Design of Directed Independent Learning Opportunities
Thomas, Liz; Jones, Robert; Ottaway, James
Higher Education Academy
This study, commissioned by the HEA and the QAA focuses on directed independent learning practices in UK higher education. It investigates what stakeholders (including academic staff and students) have found to be the most effective practices in the inception, design, quality assurance and enhancement of directed independent learning and explores how best to promote effective practice to stakeholders. The study was designed to take account of different disciplinary and institutional contexts. It has utilised a mixed-methods research design, comprising a quantitative literature review, the collection of examples of directed independent learning from across the sector and eight in-depth qualitative case studies, combining a case study methodology with the principles of appreciative inquiry. The "Compendium of effective practice in directed independent learning," which complements this report, provides a rich resource about how directed independent learning is taking place across the UK HE sector and beyond.
Descriptors: Foreign Countries, Higher Education, Instructional Design, Independent Study, Stakeholders, College Students, College Faculty, Quality Assurance, Context Effect, Mixed Methods Research, Case Studies
Higher Education Academy. York Science Park, Innovation Way, Heslington, York Y010 5BR, United Kingdom. Tel: 01904 717500; e-mail: firstname.lastname@example.org; Web site: https://www.heacademy.ac.uk/
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: Higher Education Academy (HEA) (United Kingdom); Quality Assurance Agency for Higher Education, Gloucester (England).
Identifiers - Location: United Kingdom