ABSTRACT

This article reviews research that consistently, across borders and over time, reveals inertia in Higher Education institutions related to innovation in academic teaching. Despite frequent calls for more student-active learning, studies find that teaching remains predominantly traditional and teacher-centred. While research is recognised as continuously developing, border-crossing, investigative and innovative collaborative activities that needs an infrastructure to succeed, the need for collaborative development and a supporting infrastructure is rarely mentioned in academic teaching, often described as individual and traditional in the research. To better understand this paradox, and to identify barriers to student active learning, we reanalysed articles from two systematic reviews, one on campus development and one on learning and teaching with technology. The article identified the following prerequisites for student active learning to succeed: (1) better alignment between research and teaching practices, (2) a supporting infrastructure for research and teaching, (3) staff professional development and learning designs.

摘要

本文回顾了跨越国界和时间的研究，这些研究始终如一地揭示了高等教育机构在学术教学创新方面的惰性。尽管经常呼吁学生主动学习，但研究发现，教学仍然主要是传统的和以教师为中心的。虽然研究被认为是持续发展、跨越边界、调查和创新的协作活动，需要基础设施才能取得成功，但在学术教学中很少提及协作发展和支持基础设施的需要，在研究中通常被描述为个人和传统。为了更好地理解这个悖论，并找出阻碍学生主动学习的障碍，我们重新分析了来自两篇系统评论的文章，一个关于校园发展，一个关于技术学习和教学。该文章确定了学生主动学习成功的以下先决条件：(1) 研究与教学实践之间更好地结合，(2) 研究和教学的支持基础设施，(3) 员工专业发展和学习设计。