Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review
Problem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a p...
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| Format: | Article |
| Language: | English |
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MDPI AG
2019-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/9/4/269 |
| _version_ | 1827605312616529920 |
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| author | Renae Acton |
| author_facet | Renae Acton |
| author_sort | Renae Acton |
| collection | DOAJ |
| description | Problem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a policy-driven emphasis on monitoring teaching and learning for quality assurance purposes. This article aims to untangle the ways problem- and inquiry-based pedagogies are currently evaluated in universities, and thus consider how ‘quality’ implementation, and the effects of this suite of pedagogic approaches, might be better understood, practised, and measured. Taking a systematic approach to the review of the literature, the article maps evaluation methods that assess the effectiveness of problem-oriented and inquiry-based pedagogies implemented in university settings. The key findings include that evaluation methods in the field (i) prioritise qualification-related outcomes, (ii) are limited in scale and scope, and (iii) often function as demonstrations of performativity rather than as part of an ongoing improvement cycle. The article argues that evaluations that take a multi-method approach from the perspective of a range of stakeholders, with an exploration of civic and social competences in addition to employability outcomes, would significantly strengthen the field. |
| first_indexed | 2024-03-09T06:19:07Z |
| format | Article |
| id | doaj.art-b6dbdad9b3fa43fd81c039f7e36a4edc |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T06:19:07Z |
| publishDate | 2019-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-b6dbdad9b3fa43fd81c039f7e36a4edc2023-12-03T11:49:45ZengMDPI AGEducation Sciences2227-71022019-11-019426910.3390/educsci9040269educsci9040269Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature ReviewRenae Acton0Centre for Research on Problem-oriented Project Learning, Roskilde University, 4000 Roskilde, DenmarkProblem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a policy-driven emphasis on monitoring teaching and learning for quality assurance purposes. This article aims to untangle the ways problem- and inquiry-based pedagogies are currently evaluated in universities, and thus consider how ‘quality’ implementation, and the effects of this suite of pedagogic approaches, might be better understood, practised, and measured. Taking a systematic approach to the review of the literature, the article maps evaluation methods that assess the effectiveness of problem-oriented and inquiry-based pedagogies implemented in university settings. The key findings include that evaluation methods in the field (i) prioritise qualification-related outcomes, (ii) are limited in scale and scope, and (iii) often function as demonstrations of performativity rather than as part of an ongoing improvement cycle. The article argues that evaluations that take a multi-method approach from the perspective of a range of stakeholders, with an exploration of civic and social competences in addition to employability outcomes, would significantly strengthen the field.https://www.mdpi.com/2227-7102/9/4/269problem-based learninginquiry learningsystematic literature reviewpedagogic evaluationquality assurancehigher education |
| spellingShingle | Renae Acton Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review Education Sciences problem-based learning inquiry learning systematic literature review pedagogic evaluation quality assurance higher education |
| title | Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review |
| title_full | Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review |
| title_fullStr | Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review |
| title_full_unstemmed | Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review |
| title_short | Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review |
| title_sort | mapping the evaluation of problem oriented pedagogies in higher education a systematic literature review |
| topic | problem-based learning inquiry learning systematic literature review pedagogic evaluation quality assurance higher education |
| url | https://www.mdpi.com/2227-7102/9/4/269 |
| work_keys_str_mv | AT renaeacton mappingtheevaluationofproblemorientedpedagogiesinhighereducationasystematicliteraturereview |