Mapping and Analysis of Student-Centred Learning and Teaching Practices: Usable Knowledge to Support More Inclusive, High-Quality Higher Education. Analytical Report

Sonst. Personen	Klemencic, Manja (Hrsg.); Pupinis, Mantas (Hrsg.); Kirdulyte, Greta (Hrsg.)
Institution	European Commission, Directorate-General for Education, Youth, Sport and Culture; European Union (EU) (Belgium); Public Policy and Management Institute (PPMI) (Lithuania)
Titel	Mapping and Analysis of Student-Centred Learning and Teaching Practices: Usable Knowledge to Support More Inclusive, High-Quality Higher Education. Analytical Report
Quelle	(2020), (164 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-76-13061-1
DOI	10.2766/67668
Schlagwörter	Student Centered Learning; Higher Education; Inclusion; Educational Quality; Best Practices; Educational Practices; Foreign Countries; College Instruction; Educational Policy; Student Evaluation; Active Learning; Academic Libraries; Educational Technology; Partnerships in Education; Quality Assurance; Academic Support Services; Faculty Development; College Curriculum; School Community Relationship; Europe; European Union + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Quality of education; Bildungsqualität; Bildungspraxis; Ausland; Hochschullehre; Politics of education; Bildungspolitik; Schulnote; Studentische Bewertung; Aktives Lernen; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Unterrichtsmedien; Hochschulpartnerschaft; Qualitätssicherung; Europa
Abstract	This report defines student-centred learning and teaching (hereafter also referred to as SCLT) as an overarching approach to designing higher education processes, which is founded on the concept of student agency. SCLT primarily concerns the capabilities of students to participate in, influence and take responsibility for their learning pathways and environments, in order to have a transformative learning experience and thus achieve deeper learning outcomes. Furthermore, we conceive SCLT as an approach that moves beyond classroom practice to construct inclusive and supportive learning and teaching environments -- student-centred learning and teaching ecosystems - within higher education institutions (HEIs) and their subunits, as well as in broader higher education systems at regional, national and supranational levels. This report achieves two main objectives. First, it maps notable real-world practices of student-centred learning and teaching -- namely, those practices with proven potential to contribute to the quality and inclusiveness of higher education. This mapping has identified a catalogue of best-practice examples of SCLT, the most interesting of which are presented as case studies in the report. We believe that these real-life examples, which have been successfully applied by universities, will allow stakeholders to move beyond abstract theoretical ideas, and to encourage the adoption of SCLT practices by drawing the attention of European universities to the most effective practices of their peers. To ensure relevance in the European context, when mapping the practices, we focused in particular on those applied by the universities that are now part of the European University Alliances -- the Commission's policy initiative designed to build networks of European universities working in line with the best practices in higher education. We have also examined best practices in SCLT applied as part of the Horizon 2020 and Erasmus+ projects. [This report was prepared with NESET.] (As Provided).
Anmerkungen	European Commission. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01