Engagement in higher education. Who’s not engaging?

Just as undergraduates need to develop critical capacities, so as to scrutinise and justify beliefs, decisions and actions (Barnett, 1997), higher education teachers need to consider critically their own assumptions about and orientations towards teaching (Gow and Kember, 1993). These are often une...

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Autor principal:	James Wilkinson
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2018
Materias:	academic reading and writing teaching assumptions jigsaw classroom co-operative learning concept-mapping enquiry based learning Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/a4ea71f7cdf84d75afa39ee3c33927ba
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spelling	oai:doaj.org-article:a4ea71f7cdf84d75afa39ee3c33927ba2021-11-29T14:02:45ZEngagement in higher education. Who’s not engaging?10.47408/jldhe.v0i0.4741759-667Xhttps://doaj.org/article/a4ea71f7cdf84d75afa39ee3c33927ba2018-10-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/474https://doaj.org/toc/1759-667X Just as undergraduates need to develop critical capacities, so as to scrutinise and justify beliefs, decisions and actions (Barnett, 1997), higher education teachers need to consider critically their own assumptions about and orientations towards teaching (Gow and Kember, 1993). These are often unexamined and unchallenged, so teachers can remain unaware of implications for students’ learning (Mezirow, 1990; Larrivee, 2000). Regarding subject disciplinary literacy development, relevant assumptions concern several important challenges: the complexity and opaqueness of disciplinary reading and writing practices (Lea and Street, 1998; Meyer and Land, 2003; Haggis, 2003; Gourlay, 2009); issues concerning engagement and assumed student deficits (Mann, 2001; Haggis, 2003; 2006); and the potentially alienating environment, norms, values and practices of higher education (Mann, 2001; Haggis, 2006; Bryson and Hand, 2007). This paper discusses these challenges and reports on a small-scale study investigating the context of students’ reading and writing difficulties at a London-based, Russell Group university. Methods included analysis of data from interviews with academics and student discussion groups, and from teaching observations. The findings suggest that the teaching orientations of learning facilitation and knowledge transmission, and their links to different learning approaches and outcomes, continue to shape many undergraduates’ experience, for better or worse. The paper contributes to understanding these links using Self-Determination Theory (Ryan and Deci, 2000). Accordingly, teaching oriented towards learning facilitation, but not knowledge transmission, fosters students’ feelings of competence, autonomy and relatedness, assisting internalisation of externally regulated behaviours, and increasing preparedness for engaged, self-directed learning (Niemiec and Ryan, 2009). James WilkinsonAssociation for Learning Development in Higher Education (ALDinHE)articleacademic reading and writingteaching assumptionsjigsaw classroomco-operative learningconcept-mappingenquiry based learningTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic reading and writing teaching assumptions jigsaw classroom co-operative learning concept-mapping enquiry based learning Theory and practice of education LB5-3640
spellingShingle	academic reading and writing teaching assumptions jigsaw classroom co-operative learning concept-mapping enquiry based learning Theory and practice of education LB5-3640 James Wilkinson Engagement in higher education. Who’s not engaging?
description	Just as undergraduates need to develop critical capacities, so as to scrutinise and justify beliefs, decisions and actions (Barnett, 1997), higher education teachers need to consider critically their own assumptions about and orientations towards teaching (Gow and Kember, 1993). These are often unexamined and unchallenged, so teachers can remain unaware of implications for students’ learning (Mezirow, 1990; Larrivee, 2000). Regarding subject disciplinary literacy development, relevant assumptions concern several important challenges: the complexity and opaqueness of disciplinary reading and writing practices (Lea and Street, 1998; Meyer and Land, 2003; Haggis, 2003; Gourlay, 2009); issues concerning engagement and assumed student deficits (Mann, 2001; Haggis, 2003; 2006); and the potentially alienating environment, norms, values and practices of higher education (Mann, 2001; Haggis, 2006; Bryson and Hand, 2007). This paper discusses these challenges and reports on a small-scale study investigating the context of students’ reading and writing difficulties at a London-based, Russell Group university. Methods included analysis of data from interviews with academics and student discussion groups, and from teaching observations. The findings suggest that the teaching orientations of learning facilitation and knowledge transmission, and their links to different learning approaches and outcomes, continue to shape many undergraduates’ experience, for better or worse. The paper contributes to understanding these links using Self-Determination Theory (Ryan and Deci, 2000). Accordingly, teaching oriented towards learning facilitation, but not knowledge transmission, fosters students’ feelings of competence, autonomy and relatedness, assisting internalisation of externally regulated behaviours, and increasing preparedness for engaged, self-directed learning (Niemiec and Ryan, 2009).
format	article
author	James Wilkinson
author_facet	James Wilkinson
author_sort	James Wilkinson
title	Engagement in higher education. Who’s not engaging?
title_short	Engagement in higher education. Who’s not engaging?
title_full	Engagement in higher education. Who’s not engaging?
title_fullStr	Engagement in higher education. Who’s not engaging?
title_full_unstemmed	Engagement in higher education. Who’s not engaging?
title_sort	engagement in higher education. who’s not engaging?
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2018
url	https://doaj.org/article/a4ea71f7cdf84d75afa39ee3c33927ba
work_keys_str_mv	AT jameswilkinson engagementinhighereducationwhosnotengaging
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Engagement in higher education. Who’s not engaging?

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