Pedagogy in higher education

enhancing academic practice

Authors

DOI:

https://doi.org/10.35699/2237-5864.2020.15837

Keywords:

Higher education, Teaching and learning, Study approaches, Learning conceptions, Quality of teaching

Abstract

This article is a theoretical review that highlights several pedagogical issues related to the quality of teaching and learning in higher education. The objectives of this article are, on the one hand, to analyze the relationship between conceptions of the learning process and students’ approaches with teaching methods and, on the other hand, to show the attitudes that professors and students can adopt to develop a meaningful learning and a noteworthy teaching. It is intended to contribute to a critical and constructive reading in the development of a quality higher education. To this end, we emphasize the influence of evaluation in the learning and teaching processes, presenting some of the fundamental determinants for the promotion of a quality higher education. We consider innovation, technology and globalization as complementary factors for the improvement of educational practices in higher education nowadays.

Downloads

Download data is not yet available.

Author Biographies

Marco Paulo Maia Ferreira, Instituto Superior de Educação e Ciências, ISEC Lisboa. Portugal.

Marco Ferreira tiene un doctorado y una maestría en psicología, en la especialidad de psicología pedagógica, ambos de la Universidad de Coimbra, y un título en educación especial y rehabilitación de la Facultad de Motricidad Humana de la Universidad de Lisboa. Actualmente es profesor coordinador en ISEC Lisboa y profesor visitante en la Universidad de Lisboa/Facultad de Motricidad Humana. Es revisor de la Revista Europea de Psicología de la Educación y participa en varios proyectos de investigación internacionales.

Gustau Olcina-Sempere, Universidad Jaume I (UJI), Castellón de la Plana, España.

Gustau Olcina-Sempere es Doctor en Educación. Actualmente es Profesor de Universidad del Departamento de Educación de la Universidad Jaume I de Castellón. Su investigación principal se centra en el análisis de los procesos que se llevan a cabo en la escuela para desarrollar una ciudadanía crítica, y una participación democrática en los procesos de enseñanza aprendizaje, así como en el estudio, a través de técnicas de Resonancia Magnética Funcional (RMF), de las estructuras cerebrales que se ven involucradas en las enseñanzas musicales.

 

References

BÉDARD, Denis; CLÉMENT, Mieke; TAYLOR, K. Lynn. Validation of a conceptual framework on faculty development: Meaning and scope. In: A. SAROYAN; M. FRENAY (dir.). Building teaching capacities in higher education: A comprehensive international model. Sterling: Stylus Publishing, 2010.

BEDFORD, Teachers Association. Learning styles: A review of the literature. Toowoomba: University of Southern Queensland, 2004.

BIGGS, John B. Student approaches to learning and studying. Melbourne: Australian Council for Educational Research, 1987.

BOEKAERTS, Monique. Self-regulated learning at the junction of cognition and motivation. European Psychologist, V. 1, p. 100-112, 1996. Disponible en: https://doi.org/10.1027/1016-9040.1.2.100.

BOWDEN, John A. Student learning: Research into practice. Melbourne: Centre for the Study of Higher Education, 1986.

CHAN, Wendy W.; DIMMOCK, Clive. The internationalization of universities: globalist, internationalist and translocalist models. Journal of research in international education, v. 7, n. 2, p. 184-204, 2008.

COOK-SATHER, Alison; BOVILL, Catherine; FELTEN, Peter. Engaging students as partners in learning and teaching: a guide for faculty. San Francisco: Jossey-Bass, 2014.

DUARTE, Antonio M. Auto-regulação e abordagens à aprendizagem. In: SILVA, A. L.; DUARTE, A. M.; SÁ, I.; SIMÃO, A. V. (org.). Aprendizagem auto-regulada pelo estudante: Perspectivas psicológicas e educacionais. Porto: Porto Editora, 2004.

ENTWISTLE, Noel James. Contrasting perspectives on learning. In: MARTON, F.; HOUNSELL, D. J.; ENTWISTLE, N. J. (ed.). The experience of learning. Edinburgh: Scottish Academic Press, 1984.

ENTWISTLE, Noel James. Teaching and the quality of learning in higher education. In: ENTWISTLE, N. J. (ed.). Handbook of educational ideas and practices. London: Routledge, 1990.

ENTWISTLE, Noel James. Frameworks for understanding as experienced in essay writing and in preparing for examinations. Educational Psychologist, n. 30, p. 47-54, 1995. Disponible en: https://doi.org/10.1207/s15326985ep3001_5.

ENTWISTLE, Noel James. Approaches to studying and levels of understanding: The influences of teaching and assessment. In: SMART, J. C. (ed.). Higher education: Handbook of theory and research. New York: Agathon Press, 2000.

ENTWISTLE, Noel James; RAMSDEN, Paul. Understanding student learning. London: Croom Helm, 1983.

ENTWISTLE, Noel James; TAIT, Hilary. Approaches to learning, evaluation of teaching, and preferences for contrasting academic environments. Higher Education, v. 19, p. 169-194, 1990. Disponible en: https://files.eric.ed.gov/fulltext/ED359206.pdf.

FUNG, Dilly. A connected curriculum for higher education. London: UCL press, 2017.

GIBB, Graham. Dimensions of quality. York: Higher Education Academy, 2010.

HUDZIK, John K. Comprehensive internationalization: From Concept to Action. Washington, DC: NAFSA, The Association of International Educators, 2011.

KEMBER, David. Teaching beliefs and their impact on student’s approach to learning. In: DART, B.; BOULTON-LEWIS, G. (ed.). Teaching and learning in higher education. Melbourne: Australian Council for Educational Research, 1998.

KREBER, Carolin. Different perspectives on internationalization in higher education. New directions for teaching and learning, v. 18, p. 1-14, 2009.

LAND, Ray. Toil and trouble: threshold concepts as a pedagogy of uncertainty’. In: LAND, R.; MEYER, J.H.F.; FLANAGAN, M.T. (ed.). Threshold concepts in practice. Rotterdam: Sense publishers, 2016.

LAURILLARD, Diana. Rethinking university teaching. London: Routledge, 1993.

LUCKETT, Kathy. Curriculum contestation in a post-colonial context: A view from the south. Teaching in higher education, v. 21, n. 4, p. 415-28, 2016. https://doi.org/10.1080/13562517.2016.1155547.

MARTON, Ference; DALL’ALBA, Gloria; BEATY, Elizabeth. Conceptions of learning. International Journal of Educational Research, n. 18, p. 227-300, 1993.

MARTON, Ference; HOUNSELL, Dai; ENTWISTLE, Noel James. The experience of learning. Edinburgh: Scottish Academic Press, 1984.

MARTON, Ference; SÄLJÖ, Roger. On qualitative differences in learning: Outcome and process. British Journal of Educational Psychology, n. 46, p. 4-11, 1976. Disponible en: https://doi.org/10.1111/j.2044-8279.1976.tb02980.x.

MARTON, Ference; SÄLJÖ, Roger. Approaches to learning. In: MARTON, F.; HOUNSELL, D. J.; ENTWISTLE, N. J. (ed.). The experience of learning. 2. ed. Edinburgh: Scottish Academic Press, 1997.

MCCUNE, Velda; ENTWISTLE, Noel. The deep approach to learning: Analytic abstraction and idiosyncratic development. In: INNOVATIONS IN HIGHER EDUCATION CONFERENCE, Anais [...] Helsinki: researchgate, 2000. Disponible en: https://www.researchgate.net/publication/251734989_The_deep_approach_to_learning_analytic_abstraction_and_idiosyncratic_development.

NICOL, David; THOMSON, Avril; BRESLIN, Caroline. Rethinking feedback practices in higher education: a peer review perspective’. Assessment and evaluation in higher education, v. 39, n. 1, p. 102-22, 2014. Disponible en: https://doi.org/10.1080/02602938.2013.795518.

NIGHTINGALE, Peggy; O’NEIL, Mike. Achieving quality learning in higher education. London: Kogan Page, 1994.

OECD. Learning our lessons: Review of quality teaching in higher education. OECD Publishing, 2010.

PROSSER, Michael; TRIGWELL, Keith; TAYLOR, Philip. A phenomenographic study of academics’ conceptions of science learning and teaching. Learning & Instruction, v. 4, p. 217-232, 1994. Disponible en: https://www.sciencedirect.com/science/article/abs/pii/0959475294900248.

RAMSDEN, Paul. Learning to teach in higher education. London: Routledge. 1992.

SAMBELL, Kay; MCDOWELL, Liz; MONTGOMERY, Catherine. Assessment for Learning in Higher Education. Abingdon: Routledge, 2012.

SCHMECK, Ronald Ray. Learning styles and strategies. New York: Plenum Press, 1988.

SILVA, Adelina. A auto-regulação na aprendizagem. In: SILVA, A. L.; DUARTE, A. M.; SÁ, I.; SIMÃO, A. V. (org.). Aprendizagem auto-regulada pelo estudante: Perspectivas psicológicas e educacionais. Porto: Porto Editora, 2004.

TIERNEY, William G.; LANFORD, Michael. Conceptualizing innovation in higher education. In: PAULSEN, M. (ed.). Higher education: handbook of theory and research. Springer, 2016.

TRIGWELL, Keith; PROSSER, Michael; WATERHOUSE, Fiona. Relations between teacher’s approaches to teaching and student learning. Higher Education, v. 37, p. 57-70, 1999. DOI: https://doi.org/10.1023/A:1003548313194.

VAN DRIEL, Jan H; VERLOOP, Nico; VAN WERVEN, H. Inge; DEKKERS, Hetty. Teacher’s craft knowledge and curriculum innovation in higher engineering education. Higher Education, v. 34, p. 105-122, 1997. DOI: https://doi.org/10.1023/A:1003063317210.

VASCONCELOS, Rosa Maria; ALMEIDA, Leandro; MONTEIRO, Silvia. Métodos de estudo em alunos do 1º ano da universidade. Psicologia Escolar e Educação, v. 9, n. 2, p. 195-202, 2005. DOI: https://doi.org/10.1590/S1413-85572005000200002.

WEINSTEIN, Claire; MEYER, Debra. Learning strategies, teaching and testing. In: HUSEN, T.; POSTLEWAITE, T. N. (ed.). The international encyclopedia of education. 2. ed. Oxford: Pergamon Press, 1994.

YEMINI, Miri. Internationalisation discourse hits the tipping point: A new definition is needed. Perspectives: Policy and Practice in Higher Education, v. 19, n. 1, p. 19-22, 2015. DOI: https://doi.org/10.1080/13603108.2014.966280.

ZIMMERMAN, Barry J. Attaining self-regulation: A social cognitive perspective. In: BOEKAERTS, M.; PINTRICH, P.; ZEIDNER, M. (ed.). Handbook of self-regulation. New York: Academic Press, 2000. DOI: https://doi.org/10.1016/B978-012109890-2/50031-7.

Downloads

Published

2020-05-21

How to Cite

FERREIRA, M. P. M.; OLCINA-SEMPERE, G. Pedagogy in higher education: enhancing academic practice. Revista Docência do Ensino Superior, Belo Horizonte, v. 10, p. 1–18, 2020. DOI: 10.35699/2237-5864.2020.15837. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/15837. Acesso em: 2 jul. 2024.

Issue

Vol. 10 (2020)

Section

Article

License

Authors who publish in this journal retain the copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License which allows the sharing of work with acknowledgment of authorship and initial publication in this journal.

Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g. publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.

 

Open access policy:

Revista Docência do Ensino Superior  is an Open Access journal, which means that all content is available free of charge, at no cost to the user or their institution. Users may read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other legal purpose, without seeking prior permission from the publisher or author, provided they respect the license to use the Creative Commons used by the journal. This definition of open access is in line with the Budapest Open Access Initiative (BOAI).