The transition students face moving from Further Education (FE) to Higher Education (HE) can be a daunting experience. This transition to HE may require a substantial adjustment to a student mindset recognising that they would be responsible for their own learning and their eventual success compared to a FE environment where student learning is…

The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students' perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this…

This study investigated how an embedded peer support model that integrates non-cognitive principles, academic support, and peer mentoring affected students' success in completing gateway first-year courses as well as key measures such as retention at a Hispanic- and Minority-Serving Institution. The results show that the program had a…

Over the last few years, student engagement has become a commonly used term in Higher Education across the United Kingdom, American and Australasian higher education systems. This article presents research on an area of student engagement absent from the literature, that of new lecturers' practices. Following detailed analyses of interview data…

Teaching for personal and social responsibility (TPSR) is unconventional in nature, and this article describes the origins of the program and the many hurdles it had to overcome. It is not strictly a form of kinesiology, social work or education. It focuses instead on the whole person: kids' needs, interests and vulnerabilities. But TPSR also…

Learner-centered teaching is a collection of instructional practices that shift the emphasis of courses from the instructors' goals and methods of delivery to the knowledge and skills that the students develop. This study examined potential commonalities between features of learner-centered teaching and the past significant learning experiences of…

Lee Shulman's concept of signature pedagogies in the professions has captured the imagination of many researchers and educators. In higher education, the concept has been extended to teaching in particular disciplines, and it is here argued that the concept of signature pedagogy can be usefully extended to an influential teaching system in the…

The purpose of this paper is to present a novel way to stimulate learning, creativity, and thinking based on a new understanding of activity-based learning (ABL) and two methods for developing metacognitive-based activities for the classroom. ABL, in this model, is based on the premise that teachers are distillers and facilitators of information…

Describes the author's approach to student-centered learning through writing workshops. Focuses on a series of class assignments in which students read, write about, and discuss "The Autobiography of Malcolm X" to encourage them to accept responsibility for their own learning. (JAD)

Presents four mistakes made with students and four criteria for developing student independence and responsibility, namely student ownership, student-active learning, student accountability, and student control. Discusses the method of student-directed learning (SDL), the role of emotions in learning, course modification for SDL, and results of…

Data from three separate experiments were employed. College undergraduates were taught laws of logarithms by means of the same lesson material, and received the same twenty-item posttest after they were instructed under one of three learner control conditions. In the complete learner control condition, students chose both the sequence and number…

Discusses how a focus on learning can change teaching and identifies five key changes to practice that come out of a focus on learning. They are changes in: (1) the balance of power; (2) the role of the teacher; (3) the responsibility for learning; (4) the function of content; and (5) the purposes and processes of evaluation. (SLD)

Suggests benefits of a system in which feedback from students is utilized to improve sociology courses on the college level. Outlines student responsibilities in collecting information, soliciting feedback from fellow students, and in keeping the instructor informed about student attitudes. (Author/DB)

The Minimum Essential Drug Information Checklist (MEDIC) was designed at Purdue University in response to a need for more structure in the approach to drug education in veterinary medicine. It covers: therapeutic goal, routes given, dose form, dose interval, duration of therapy, withdrawal time, cost, precautions, reactions, antidote, and therapy…

Examines academic and pacing performance differences for students who chose between instructor- and self-set deadlines. Finds that students in the two conditions did not differ in academic performance but that students who chose to set their own deadlines missed fewer deadlines and showed accelerated pacing. (KO)