Bridging Pedagogic Gaps: Conceptual discontinuities in higher education

By J. Malcolm, M. Zukas. 2001

163 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/f259baa807b112b570ead7452278924f153b6c2c

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In Education

In Human Factors and Ergonomics

Citations in the corpus

Student performativity in higher education: converting learning as a private space into a public performance (2015, background): “It reifies certain concepts and relies strongly on quantitative methods to prove relationships between variables (Malcolm & Zukas, 2001).”
Value conflicts in higher education teaching (2012, unknown): “For example, an individual may support changes in the role and epistemology of universities (providing more ‘useful knowledge’ for industry and commerce) but oppose dominant ‘psychologized’ discourses on teaching and learning to be found in the higher education literature (Malcolm and Zukas 2001 ).”
Alienation and engagement: development of an alternative theoretical framework for understanding student learning (2008, background): “A relatively small number of scholars have, however, begun to criticise the limitations of this focus (for example, Haggis, 2003; Malcolm & Zukas, 2001; Webb, 1997).”
The Impact of Social Media on Learning Behavior for Sustainable Education: Evidence of Students from Selected Universities in Pakistan (2019, background): “In the current era, the traditional teaching “models” and learning environment receive heavy criticism because of their inability to provide students room for variation [144,145], and the incredibly increasing popularity of social media has made the transition to supplementary flexible models of tea”
Significant conversations and significant networks – exploring the backstage of the teaching arena (2009, background): “These accounts, and their links to the quality of student learning, are not without challenges (Malcolm and Zukas 2001 ; Lindsay 2004 ).”
Context and identity: exploring adult learners' experiences of higher education (2008, background): “Pratt, for example, refers to ‘context’ in his models of teaching and learning (Pratt and Associates 1998 ), as do Malcolm and Zukas ( 2001 ), though they see it more as the history and culture of the learner.”
What have we been thinking of? A critical overview of 40 years of student learning research in higher education (2009, unknown): “These are not only narrow in the sense that they are restricted to a predominately psychological approach to learning ( Malcolm & Zukas 2001 ), but also narrow in terms of the field of psychology itself.”
Between deep and surface: procedural approaches to learning in engineering education contexts (2004, background): “Some scholars have cautioned that, as the categories become rei®ed the deep/surface model could go from being merely descriptive to becoming dangerously prescriptive (Bock, 1986; Webb, 1997; Malcolm & Zukas, 2001; Haggis, 2003).”
Understanding ‘teaching excellence’ in higher education: a critical evaluation of the National Teaching Fellowships Scheme (2004, background): “Such a model emphasises the transaction between individual teachers and learners and ignores the wider social, political and economic context within which higher education is located (Malcolm & Zukas, 2001: 34-6).”