This chapter describes a locally developed model for professional learning, whose purpose is to facilitate faculty participants' implementation of UDL. The model is grounded in attributes of long-term, job-embedded professional learning and principles of adult learning theory. Recommendations for scaling-up faculty professional learning programs…

The affordances of computer-based learning environments make them powerful tools for conveying information in higher education. However, to most effectively use these environments, students must be adept at self-regulating their learning. This self-regulation is effortful, including a myriad of processes, including defining tasks, making plans,…

Whenever the word "theory" is used in association with teaching and learning people often react scared. This chapter is an attempt to dispel some myths about using learning theory in health care education in the hope that you will celebrate theory for the fascinating thing it is.

This chapter presents an overview of transformative learning theory while illuminating its connections to education for sustainability.

This chapter explores the ways in which a relational understanding of the education process and the use of collaborative technologies in the connectivist tradition might inform and transform university teaching.

"Academic self-regulation" refers to the self-generated, reflective, and strategic engagement in academic tasks (Zimmerman, 2000). Self-regulation is crucial for academic success, particularly in higher education, where students are required to take increased responsibility for their learning and where the diversity of courses and activities may…

Many significant changes have taken place in higher education since the first issue of "New Directions for Teaching and Learning" (NDTL) was published in 1980. The purpose of this final chapter in this issue is to consider the directions that higher education may be taking in the future. Although it is difficult to predict accurately what will…

Higher education organizations, institutions, and academic units globally are grappling with the challenges of redesigning curricula and developing and adopting institutional, professional, and program-level learning outcomes. Implementing learning-centered curricula, however, cannot be considered simply as a series of unproblematic and discrete…

This chapter presents information on the transformation of higher education, the learning theories on which the Supplemental Instruction (SI) model is based, and the characteristics of today's student population, and concludes with a look at the benefits and challenges of implementing SI in the twenty-first century. (Contains 1 figure and 1 table.)

Offers a rationale for increasing attention to learning space design, providing an overview of relevant literature and highlighting implications for learning spaces suggested by modern learning theory. (EV)

Considering the modern context of collaborative learning and information technology, details implications for space design, primarily from the field of environmental psychology--the study of the relationship between people and their physical environment. (EV)

Introduces the value of applying research findings about human learning to the design of instruction. Briefly summarizes the journal's other chapters. (EV)

Explores how higher education can focus more clearly on the development of successful intelligence--a kind of knowing that permits creative use of information, analysis of complex topics, and its application in a variety of settings. (EV)

This chapter defines key terms and orients readers to the ideas explored in the rest of this volume.

Discusses the seven popular Wingspread Principles (principles for good practice in undergraduate education) in terms of their implications for learning spaces, both physical and virtual. (EV)