Research

Metacognition and self-regulated learning

7 recommendations for teaching metacognition and self-regulated learning

Science inquiry – rhetoric or reality?

Well-designed student resources can be a “powerful driver of teacher change”,  because if time-poor teachers do nothing else, they are enabled to implement the changed practice.

SCALE-UP: an early flipped teaching strategy and environment success model

Comparison studies of SCALE-UP implementation in many different universities and over more than five years show that with respect to traditional teaching formats:

Preference for flipping increases dramatically once students have flipped

91% agreed or strongly agreed that the flipped course format ‘greatly enhanced [their] learning’.

Actively engaged students don’t realise how much they’re learning

‘… students in active classes perceived that they learned less, while in reality they learned more.’

Why is the shift from teacher-centred to student-centred easier for some teachers?

The research linked assumptions about the role of the teacher, teaching philosophy, the range of pedagogical strategies employed, and  how this impacted on adaptability to contemporary teaching (e.g. collaborative, active learning classroom layouts and approaches)

The argument for active learning (any kind of active learning is better than lecturing)

The researchers used a statistical analysis to compare different studies and found that the results held true across STEM disciplines, different class sizes, course types, and course levels.