Active learning in higher education as a restorative practice: a lecturer's reflections

The critique of the 'sage on the stage' approach to university teaching is particularly relevant for applied fields such as business management where a 'guide on the side' approach can instead encourage more active participation from students. A module on People Management for s...

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Autor principal:	Emma Roberts
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2016
Materias:	pedagogy restorative practice university learning and teaching active learning higher education Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/d10b022281544772b3017f2cce71e169
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spelling	oai:doaj.org-article:d10b022281544772b3017f2cce71e1692021-11-29T14:03:09ZActive learning in higher education as a restorative practice: a lecturer's reflections10.47408/jldhe.v0i10.2921759-667Xhttps://doaj.org/article/d10b022281544772b3017f2cce71e1692016-10-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/292https://doaj.org/toc/1759-667X The critique of the 'sage on the stage' approach to university teaching is particularly relevant for applied fields such as business management where a 'guide on the side' approach can instead encourage more active participation from students. A module on People Management for second year degree students was modified to involve a greater proportion of student-centred, active learning activities relative to lectures and supported by the participatory mechanisms offered by Restorative Practice. This paper offers a reflection on how developing higher education (HE) pedagogy towards reducing reliance on lecturer defined content shifts both students and lecturers out of their comfort zone. The process of students moving towards greater responsibility seems to require points of abandonment in which a hiatus occurs between student expectation of tutor support and the realisation that self-responsibility is required. In the current context of greater measurement of student satisfaction in HE, this poses a challenge for individual academics as well as universities. Disruptive and transformational learning experiences require relational support if they are to be successful and academic staff deserve appropriate development opportunities to become more aware and familiar with the new discomfort of the HE classroom. Emma RobertsAssociation for Learning Development in Higher Education (ALDinHE)articlepedagogyrestorative practiceuniversity learning and teachingactive learninghigher educationTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 10 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	pedagogy restorative practice university learning and teaching active learning higher education Theory and practice of education LB5-3640
spellingShingle	pedagogy restorative practice university learning and teaching active learning higher education Theory and practice of education LB5-3640 Emma Roberts Active learning in higher education as a restorative practice: a lecturer's reflections
description	The critique of the 'sage on the stage' approach to university teaching is particularly relevant for applied fields such as business management where a 'guide on the side' approach can instead encourage more active participation from students. A module on People Management for second year degree students was modified to involve a greater proportion of student-centred, active learning activities relative to lectures and supported by the participatory mechanisms offered by Restorative Practice. This paper offers a reflection on how developing higher education (HE) pedagogy towards reducing reliance on lecturer defined content shifts both students and lecturers out of their comfort zone. The process of students moving towards greater responsibility seems to require points of abandonment in which a hiatus occurs between student expectation of tutor support and the realisation that self-responsibility is required. In the current context of greater measurement of student satisfaction in HE, this poses a challenge for individual academics as well as universities. Disruptive and transformational learning experiences require relational support if they are to be successful and academic staff deserve appropriate development opportunities to become more aware and familiar with the new discomfort of the HE classroom.
format	article
author	Emma Roberts
author_facet	Emma Roberts
author_sort	Emma Roberts
title	Active learning in higher education as a restorative practice: a lecturer's reflections
title_short	Active learning in higher education as a restorative practice: a lecturer's reflections
title_full	Active learning in higher education as a restorative practice: a lecturer's reflections
title_fullStr	Active learning in higher education as a restorative practice: a lecturer's reflections
title_full_unstemmed	Active learning in higher education as a restorative practice: a lecturer's reflections
title_sort	active learning in higher education as a restorative practice: a lecturer's reflections
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2016
url	https://doaj.org/article/d10b022281544772b3017f2cce71e169
work_keys_str_mv	AT emmaroberts activelearninginhighereducationasarestorativepracticealecturersreflections
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Active learning in higher education as a restorative practice: a lecturer's reflections

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