A qualitative exploration of expert perspectives on applying the science of learning to higher education
Amid the constant change in higher education, a clear-eyed focus on the mission of higher education to support student learning is critical. Supporting student success, in turn, needs to emphasise rigorous evidence about what matters most for facilitating high-quality learning. With the science of l...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-10-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1233651/full |
| _version_ | 1827796784248782848 |
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| author | Annita Nugent Annemaree Carroll Jason M. Lodge Kelly E. Matthews Stephanie MacMahon Pankaj Sah |
| author_facet | Annita Nugent Annemaree Carroll Jason M. Lodge Kelly E. Matthews Stephanie MacMahon Pankaj Sah |
| author_sort | Annita Nugent |
| collection | DOAJ |
| description | Amid the constant change in higher education, a clear-eyed focus on the mission of higher education to support student learning is critical. Supporting student success, in turn, needs to emphasise rigorous evidence about what matters most for facilitating high-quality learning. With the science of learning, an emerging interdisciplinary field, as the study foundation, a series of 20 interviews was conducted with senior academics with research expertize in higher education and learning sciences. Interviews focused on principles for effective learning in the 21st century and relevance of science of learning research and literature to these principles. Using inductive and deductive thematic analysis across six iterative phases, seven key themes critical to contemporary higher education learning emerged, from which the higher education learning principles were developed. The principles provide a powerful tool to guide effective university teaching at an individual, organisation and policy level. |
| first_indexed | 2024-03-11T19:11:57Z |
| format | Article |
| id | doaj.art-498de4440191492499c71baa60827551 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-11T19:11:57Z |
| publishDate | 2023-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-498de4440191492499c71baa608275512023-10-09T11:19:45ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-10-01810.3389/feduc.2023.12336511233651A qualitative exploration of expert perspectives on applying the science of learning to higher educationAnnita Nugent0Annemaree Carroll1Jason M. Lodge2Kelly E. Matthews3Stephanie MacMahon4Pankaj Sah5School of Education, The University of Queensland, Brisbane, QLD, AustraliaSchool of Education, The University of Queensland, Brisbane, QLD, AustraliaSchool of Education, The University of Queensland, Brisbane, QLD, AustraliaInstitute for Teaching and Learning Innovation, The University of Queensland, Brisbane, QLD, AustraliaSchool of Education, The University of Queensland, Brisbane, QLD, AustraliaQueensland Brain Institute, The University of Queensland, Brisbane, QLD, AustraliaAmid the constant change in higher education, a clear-eyed focus on the mission of higher education to support student learning is critical. Supporting student success, in turn, needs to emphasise rigorous evidence about what matters most for facilitating high-quality learning. With the science of learning, an emerging interdisciplinary field, as the study foundation, a series of 20 interviews was conducted with senior academics with research expertize in higher education and learning sciences. Interviews focused on principles for effective learning in the 21st century and relevance of science of learning research and literature to these principles. Using inductive and deductive thematic analysis across six iterative phases, seven key themes critical to contemporary higher education learning emerged, from which the higher education learning principles were developed. The principles provide a powerful tool to guide effective university teaching at an individual, organisation and policy level.https://www.frontiersin.org/articles/10.3389/feduc.2023.1233651/fulllearning frameworkscience of learninglearning principlehigher educationlearning |
| spellingShingle | Annita Nugent Annemaree Carroll Jason M. Lodge Kelly E. Matthews Stephanie MacMahon Pankaj Sah A qualitative exploration of expert perspectives on applying the science of learning to higher education Frontiers in Education learning framework science of learning learning principle higher education learning |
| title | A qualitative exploration of expert perspectives on applying the science of learning to higher education |
| title_full | A qualitative exploration of expert perspectives on applying the science of learning to higher education |
| title_fullStr | A qualitative exploration of expert perspectives on applying the science of learning to higher education |
| title_full_unstemmed | A qualitative exploration of expert perspectives on applying the science of learning to higher education |
| title_short | A qualitative exploration of expert perspectives on applying the science of learning to higher education |
| title_sort | qualitative exploration of expert perspectives on applying the science of learning to higher education |
| topic | learning framework science of learning learning principle higher education learning |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1233651/full |
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