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Anderson, Vivienne; Rabello, Rafaela; Wass, Rob; Golding, Clinton; Rangi, Ana; Eteuati, Esmay; Bristowe, Zoe; Waller, Arianna – Higher Education: The International Journal of Higher Education Research, 2020
Care has received relatively little attention in higher education (HE) literature. However, literature alluding to care reveals contrasting perspectives. Some scholars diminish care concerns as a product of the marketised university, where students-as-consumers insist on 'safe' teaching and the avoidance of 'troublesome knowledge'. Others position…
Descriptors: Caring, Higher Education, Ethics, Teaching Methods
Lund Dean, Kathy; Wright, Sarah – Higher Education: The International Journal of Higher Education Research, 2017
Engaged learning opportunities have become powerful foundations upon which students build lifelong skills and organizational capacities. Research has empirically validated the long-term positive learning impacts of active and experiential learning opportunities for students. As such, institutional administrators and external stakeholders have…
Descriptors: Lecture Method, Large Group Instruction, Experiential Learning, College Faculty
McNally, Brenton; Chipperfield, Janine; Dorsett, Pat; Del Fabbro, Letitia; Frommolt, Valda; Goetz, Sandra; Lewohl, Joanne; Molineux, Matthew; Pearson, Andrew; Reddan, Gregory; Roiko, Anne; Rung, Andrea – Higher Education: The International Journal of Higher Education Research, 2017
Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61% female) participating in flipped teaching environments and ten convenors of the flipped courses in which…
Descriptors: Blended Learning, Teaching Methods, Positive Attitudes, Higher Education
Severiens, Sabine; Meeuwisse, Marieke; Born, Marise – Higher Education: The International Journal of Higher Education Research, 2015
Past research has shown that, under certain conditions, student-centred and small-scale course programmes result in more academic success. The present study investigates these conditions in further detail. It is examined whether, in comparison to a course programme that is relatively more lecture-based, a student-centred course programme promotes…
Descriptors: Student Experience, Academic Achievement, Student Centered Curriculum, Lecture Method