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ERIC Number: EJ1072643
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1356-2517
Promoting Self-Sustained Learning in Higher Education: The ISEE Framework
Yang, Min
Teaching in Higher Education, v20 n6 p601-613 2015
To equip graduates with the capability to meet complex demands of work and life, it is important that higher education teachers engage students in self-sustained learning--the persistent, self-initiated pursuit of expertise development in one's subject area. This requires building a positive synergy between learning and teaching, which implies various potential difficulties for teachers. Based on a critical analysis of these difficulties, it is proposed that self-sustained learning can be nurtured when teachers activate a form of dialogic reflective practice that prioritizes students' subject expertise development. Relevant strategies are suggested and potential difficulties in implementing them are examined. These strategies are synthesized as the ISEE framework: (1) employing "Inquiry-based Scaffolding Tasks" to motivate students' learning interests and scaffold their progress; (2) encouraging "Engaging Classroom Dialogs" to help students' development of subject expertise and an active learner identity; and (3) using "Engaged Critical Reflections" to build close and trusting teacher-student relationships.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A