It’s not too late to join Contemporary Approaches to University Teaching, a free massive open online course (MOOC) designed for new teachers, those who wish to enhance student learning or teaching practice and emerging leaders in higher education. You are invited to explore as many, or as few, modules as you wish!
In a series of posts, I am sharing brief lessons from each of the modules in the MOOC. There are 24 modules in total and 4 possible pathways through the MOOC.
Learning theories is Module 6. It is part of the ‘New to teaching’ pathway through the course.
Developed by Kuki Singh (Edith Cowan University) and Susan Bolt (University of Liverpool) this module introduces theories of learning. It outlines conceptual knowledge about learning and learners from a range of theoretical paradigms, highlighting key implications for contemporary university teaching.
Is there a connection between teachers’ approaches to teaching and students’ approaches learning?
Of course! This question frames your theoretical exploration of learning and teaching. Take a look at the evidence-based links between teachers’ conceptions of teaching and learning and students’ learning outcomes in this figure:
If you are relatively new to theories of learning, the videos, resources and questions provided in the MOOC offer plenty of guidance. You might know more than you think! Most academics start teaching with tacit understandings of the nature of knowledge, what constitutes valid knowledge in their disciplinary field or sub-field, and the boundaries between academic and everyday knowledges. These value systems shape teachers’ beliefs and assumptions about learning and learners, and influence choices about teaching approaches and methods.
Let’s take one example: learning as collaborative meaning-making.
Advocating a social constructivist view of learning, Vygotsky (1978) theorised that knowing/ being is embedded in a social context, which is enabled through communication, language use, and scaffolding. Vygotsky surmised knowledge is socially constructed through interaction with others and the content. Learners engage in their ‘zone of proximal development’ with support provided by a ‘more knowledgeable other’ (i.e., peer / teacher).
In practice, Vygotskian thinking has influenced real-world, simulated, active, and collaborative approaches in university teaching and learning, including group and peer assessment.
Does collaborative meaning-making align with your values as a teacher?
Need help developing your knowledge, skills and capabilities to follow this advice?
Enrol in Contemporary Approaches to University Teaching! The MOOC is free, self-paced and open to all. You can choose to complete just one module, a whole pathway (eg New to Teaching which is 8 modules) or more. Each module takes approximately 2 hours.
Resources
Get the ball rolling with student peer marking (TECHE post)
What Psychology can tell us about teaching in higher education (TECHE post)
Where to start with an inclusive teaching approach (TECHE post)
Lenses for Reflection (TECHE post) – part of the ‘Over a cuppa’ prompts to reflect on learning and teaching series
ABCs of Pedagogy (TECHE series)
Student learning and support resources (from the PLaCE framework)
Professional Learning
Active Learning 1: A ‘starter pack’ (45 min Self-paced module in iLearn)
Active Learning 2: Advanced (45 min Self-paced module in iLearn)
Previous posts in this MOOC series:
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