What do we think we know about student learning, and what are the implications for improving that learning?
There is a lot of published research about student learning and this is an attempt to summarise that literature and to take stock of what we think we know already. But it comes with the following health warning. It is a personal viewpoint and, while I have tried to summarise ideas that I think are widely accepted across the sector, that is not to say that they would be unanimously supported.
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ISBN 978-1-873576-90-8 (Kindle Version)
ISBN 978-1-873576-91-5 (ePub Version)
About the author
Chris is Professor of Higher Education and Associate Dean (Academic Policy) at Oxford Brookes University for two days a week, managing a number of cross-university projects. Chris joined Oxford Brookes in 1989 and was head of OCSLD for ten years until taking flexible retirement in September 2011. For six years he was Course Leader for the initial training course for new teaching staff. In the 90s he contributed to the design and delivery of a national programme of staff development in higher education on the issue of teaching more students and between 2005 - 2010 he was Deputy Director for two Centre’s for Excellence in Teaching and Learning - ASKe (Assessment Standards Knowledge Exchange) and the Reinvention Centre for undergraduate research (led by Warwick University).
He has researched and published on a range of issues including:
- the experiences of new teachers in HE - the positive effects of supplemental instruction
- the effectiveness of workshops as a method of staff development
- many aspects of student assessment, including improving student performance through engagement in the marking process.
Over the years has also run numerous workshops around the country and internationally on a range of issues including teaching large classes, developing assessment strategies, and engaging students with assessment and feedback.
He achieved a PhD by publication in 2003, and became a professor in March 2010.
He is a Fellow of the RSA, a Senior Fellow of SEDA (Staff and Educational Development Association) and was one of the original 14 Senior Fellows of the UK Higher Education Academy, for whom he was also an accreditor.