What have we been thinking of? A critical overview of 40 years of student learning research in higher education
By Tamsin Haggis. 2009
200 citations recorded by the source corpus.
This article is a response to a request to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related research perspectives. The article will first report on the results of this review, and then discuss these results in the context of theoretical moves in psychology and sociology over the same period of time. The trends identified in the higher education journals will then be compared to research into student learning in higher education which is published in two other disciplinary areas: adult education and sociolinguistics. After raising some questions that arise from these comparisons, the final section of the article will outline some suggestions about ways in which higher education researchers might begin to ‘think differently’ about learning and research in this field.
Subfields: Education, Political Science and International Relations
View Paper: https://www.semanticscholar.org/paper/bd40de9afb4dc75d5e7e2f6b5b5b87a14b02292d
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Citations in the corpus
- Connecting the dots: social network structure, conflict, and group cognitive complexity (2012, background): “While the individual gains of collaborative and cooperative learning are well investigated (Davies 2009; Lizzio and Wilson 2006; Springer et al. 1999), the effects of collaborative learning at the group level of analysis have not been extensively addressed (Haggis 2009).”
- Reconceptualising assessment feedback: a key to improving student learning? (2011, background): “…this way, the article attempts to meet the challenge of the call D ow nl oa de d by [ D ea ki n U ni ve rs ity L ib ra ry ] at 2 1: 55 0 9 O ct ob er 2 01 2 by Haggis to develop our understanding of what we currently deem to be our students learning by a ‘step into the unknown’ (Haggis 2009, 389).”