Higher education pedagogy

Learn more about pedagogy and how different theories of teaching and learning work across higher education. Here, academics offer insights into a variety of pedagogies, drawing on their own teaching experience alongside research, to provide practical advice on what instructional methods work best for different university contexts, disciplines and classes.

Enhancing learning from digital, audio and video resources

Print textbooks have serious competitors from digital texts, podcasts, audiobooks and video. The medium – and how each is used – can affect how much students learn, as Naomi Baron explains

Naomi Baron

American University

Image depicting a student sitting on top of a pile of books while working on a computer

Using ‘spaced learning’ to aid students’ retention of new information

Repeating information in chunks with breaks in between improves students’ ability to remember it. Stephen Braybrook explains how to translate this into the classroom

Stephen Braybrook

Brain Move

Don’t lose sight of learning outcomes in pursuit of digital innovation, counsels task force

Institutions should also think carefully about what is considered ‘innovative’

Campus team

Campus

Block teaching: what it is, how to do it and why

With its short, intense courses, is block teaching the way to boost student success and engagement? John Weldon gives seven tips for switching to the block model and examples of what it offers university educators

John Weldon

Victoria University

A student playing the part of a teacher to represent the revolving roles pedagogy

Revolving roles: creating inclusive, engaging, participant-led learning activities

‘Revolving roles’ is a simple, adaptable method for designing learning activities that challenge and change conventional ‘leader’ and ‘participant’ responsibilities, embrace students’ diverse needs, and develop their unique attributes, as Pablo Dalby explains

Pablo Dalby

The University of East Anglia

In-person teaching now needs to be justified

If we take the same critical lens to in-person learning as we once did to online, rationalising our need for the former, how much better could we make our teaching?

Stephen Dann

Australian National University

Naming students in online classes helps them connect and feel that their tutor is present

Naming students is even more crucial in online classes

Naming learners fosters a community in which the teacher is clearly all in and focused on individual members in the unique, shared space of the online classroom

Stone Meredith

Colorado State University Global

Lecturer recording a lesson for an ActiveFlex course taught online and in person

The mechanics of teaching a multi-section “activeflex” course

Lessons on the mechanics of bringing faculty together to teach a multiple-section class using the activeflex learning model, by Morgan Stanford

Morgan Stanford

Athens State University

Image of students learning the transferrable skills wanted in the workplace

Strategies to train students in three transferable skills wanted by employers

Two simple teaching methods that faculty can use in the classroom to train students in the communication, problem-solving and critical thinking skills sought by employers, shared by Elly Vandegrift

Elly Vandegrift

University of Oregon

illustration of woman with wrench watching a practical demonstration on a screen

Using vicarious experiences online to engage and motivate students

Vicarious experiences can be harnessed in remote and blended learning to foster both the ‘skill and the will’ of students. Roma Forbes outlines how to do it

Roma Forbes

The University of Queensland

A student learning online during a hyflex class session

Classroom management strategies to enhance hyflex learning

Effective classroom management strategies that keep students engaged during hyflex courses, by Letitia Bergantz

Letitia Bergantz

Athens State University

Designing effective reinforcement activities for university teaching in person and online

How to design effective reinforcement activities for activeflex courses

How to effectively design reinforcement activities for the activeflex course to maximise student engagement, by Joy Oettel

Joy Oettel

Athens State University

Building blocks of elements of education

Deep and meaningful learning: taking learning to the next level

Explicitly linking prior knowledge and experience is key in engaging students in deep learning and transitions them away from passivity in learning

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Tips for engaging online learners using group activities to increase their sense of belonging

Engaging online learners using group activities

Online learning can leave students feeling lonely and disengaged. Tracy DeCicco explains how incorporating group activities into coursework can get them re-engaged with the materials – and each other

Tracey DeCicco

Athens State University

Learning challenge and difficulty: calm seas do not make skilful sailors

Five strategies for university teachers to encourage students to use challenge, struggle and safe failure for effective long-term learning

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Learning to learn and higher-order thinking: it’s not just what to learn but how to learn

Through deconstructing the thought processes that occur during learning, students understand how they learn and therefore learn more effectively

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Advice on using four online platforms to boost student engagement and motivation to learn

Four tips for increasing student engagement and self-efficacy using online platforms

A guide to increasing student interaction and motivation by using four well-known online platforms in your teaching, by Archimedes David Guerra

Archimedes David Guerra

Hong Kong Baptist University

Propaganda and disinformation are rife on social media and beyond, and in the wake of Russia's invasion of Ukraine, universities need to play their part in countering it

Fake news and disinformation abounds, but what can universities do?

Few universities offer courses on countering propaganda, and Russia’s invasion of Ukraine brings this weakness of provision into sharp relief, says Paul Baines

Paul Baines

University of Leicester

Interactive learning: more than teamwork makes the dream work

Educators can engineer, harness and guide social dynamics towards a positive learning experience rather than leaving students’ interaction to chance

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Advice on guiding students through four modes of analysis to aid informed decision making

Thinking in action: training students in decision-making

Four interrelated modes of analysis that support informed decision-making, and how to teach them, by Adrian Man-Ho Lam

Adrian Man-Ho Lam

The University of Hong Kong

Advice on applying quality assurance to digital teaching in higher education

How to ensure effective quality assurance for digital teaching and learning

How university teaching staff can ensure that their digital teaching maintains the same quality as their on-campus face-to-face delivery, by Tim Thompson

Tim Thompson

Teesside University

Advice on supporting academics to engage with equity and diversity issues as part of their teaching

Making space for academic colleagues to think about race as part of pedagogy

Kevin Brazant shares tips on how to use digital content creation to deconstruct themes of equality, diversity and inclusion with colleagues and inform their learning and teaching practice

Kevin Brazant

London Metropolitan University

More university students require or prefer self-directed learning, and academics must be ready to provide it

Things to consider when designing a self-directed course model

With increasing numbers of students learning remotely and showing high levels of independence, the ability to offer self-directed courses is more important than ever

Blanca Benavente , Estela Murrieta

Tecnológico de Monterrey

illustration of outline of heads showing different emotional states, detail, emotions and learning

Emotions and learning: what role do emotions play in how and why students learn?

If educators understand the factors that interplay with emotional states to affect learning, they can work with this to enhance the learning experience. Here are six strategies to manage the role of emotions in learning

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

University teachers must work hard to ensure students become comfortable with the process of peer review

Fostering student collaboration rather than competition using peer review

When students are involved in peer review, they can more easily see the ‘problems’ with classmates’ writing – and this creates opportunities in their own work, too

James Meredith

Colorado State University Global

Advice on using photography to complement written materials when teaching human rights

Using photography as a teaching tool in human rights and international affairs

Photography is a powerful way to bring topics to life and enhance students’ understanding of different perspectives and representations of world events and people, as Noam Schimmel explains

Noam Schimmel

University of California, Berkeley

Red squirrel and hazelnut illustrating video about teaching statistics with storytelling

Using storytelling to make introductory statistics less scary: a contextualised approach

Carl Sherwood explains how imaginative, contextualised writing tasks can make mathematical concepts less abstract and more engaging for diverse student groups

Carl Sherwood

The University of Queensland

Advice on adapting courses to teaching online using small chunks of material

Non-linear approaches to course structure that improve learning

Breaking up teaching content into chunks that can be repeatedly revisited offers educators a non-linear approach to learning. Chris Jones shares advice for designing online courses

Chris Jones

Pearson College London

Arrow leading up steps illustrating article about Wordle, mastery experiences, the power of success

What Wordle teaches us about the power of success

Offering more mastery experiences will greatly reduce the mental and emotional fatigue that permeates so many post-Covid university classrooms

Thomas R. Guskey

University of Kentucky

Advice on instilling democratic principles into your assessment methods

Democratic assessment: why, what, and how

Divya Bheda shares five ways educators can embody democratic principles through their assessment practices to help students learn civic-minded values and behaviour

Divya Bheda

ExamSoft

Advice on using popular culture to demonstrate concepts to students in relatable ways

Squid pro quo: using Squid Game to engage economics students

Wayne Geerling explains how economics lecturers can draw on popular culture to demonstrate key concepts in a more relatable way that aids understanding, taking ‘Squid Game’ as an example

Wayne Geerling

Monash University

Advice on using project-based learning to get students learning away from their screens

Using project-based learning to boost student motivation and engagement

Worapoom Saengkaew shares key lessons from using project-based learning to get students away from their screens and into the real world, boosting their enthusiasm for their studies

Worapoom Saengkaew

Siam University

Advice on developing online courses using ABC Learning Design as your framework

Easy as ABC: design an online course in 90 minutes

Want to create an online course but not sure where to start? Lizzy Garner-Foy shares tips on how to create engaging online learning using a quick, easy method: ABC Learning Design.

Lizzy Garner-Foy

The University of Edinburgh

Outdated thinking has held back universities and higher education for centuries

We must confront the assumptions that have held back HE for centuries

A transformed system of HE would cast off these outdated assumptions about learning and base educational practices on the best research, says Nobel winner Carl Wieman

Carl Wieman

Stanford University

Advice on teaching the basics of critical thinking to students who are new to the concept

How to teach critical thinking to beginners

Sarah Ivory explains how she teaches critical thinking through application rather than theory, tasking students with applying three core elements of the process in their regular classes

Sarah Ivory

The University of Edinburgh

Woman on rock at beach dipping toes in water illustrating work-integrated learning

Helping students to see the future career value of their work-integrated learning

Real-world experience and outputs tailored to industry allow students to see the relevance of what they learn in the classroom

Sabine Matook

The University of Queensland

Teachers and instructional designers can learn to work together in universities

Instructional designers: how to work well with teachers

Viviana Cáceres outlines some of the common difficulties encountered when designing a course together – and how to overcome them

Viviana Cáceres

Tecnológico de Monterrey

Advice on designing pedagogies that encourage positive psychological growth among students after such a challenging period

From struggle to strength: positive psychological growth through teaching and assessment

Kathleen Chim and Benjamin Chan offer practical advice on creating meaningful pedagogies, assignments and assessments that promote positive psychological growth in challenging times

Kathleen Chim, Benjamin Tak Yuen Chan

Hong Kong Metropolitan University

Advice on ways to improve the teaching of higher education mathematics

Top tips to improve the teaching of mathematics in universities

Layal Hakim shares advice for improving higher education mathematics teaching, from preparation to delivery styles

Layal Hakim

The University of Exeter

Two young women in eating sandwiches in park

How to facilitate the small changes in teaching that make a big difference

Through their podcast, Alastair Stark and Sebastian Kaempf champion the ‘sandwich conversations’ between colleagues that lead to impactful incremental shifts in teaching practice

Alastair Stark, Sebastian Kaempf

The University of Queensland

Advice for taking your university teaching out of the lecture theatre or classroom

Bringing learning to life: nine tips for teaching in outdoor places and spaces

David A. G. Clarke reflects on his experience of teaching in outdoor spaces and provides valuable tips on how to take higher education outside the classroom

David A. G. Clarke

The University of Edinburgh

Freewriting is a useful exercise for university students to help cure writer's block

Focused freewriting is the cure for students’ writer’s block

Freewriting for five minutes warms up the brain and begins to fill students’ blank screens with material that gets their writing going. Anne Carlisle talks through the process

Anne Carlisle

Colorado State University Global

Giving university students word puzzles, quizzes and using games can be an excellent way for lecturers to engage them

Why interactive and game-based instruction beats lecturing every time

Going through the motions is easy for experienced lecturers, but we should all go the extra mile to make our classes interactive, challenging and fun, says Nancy Boury

Nancy Boury

Iowa State University

Female student wearing glasses reading a newspaper

How to use journalism and current affairs to support your teaching

Noam Schimmel explains how to use news articles, video and obituaries to teach complex subjects such as human rights

Noam Schimmel

University of California, Berkeley

Advice on helping students understand the value of collaborative working and peer reviewing rather than individualism

There are no ‘single authors’: challenging individualism in academia

Abbey S. Willis offers practical advice to encourage collaborative writing by demonstrating the power of sharing ideas to students, and dispelling the myth of the ‘single author’

Abbey S Willis

Siena College

Speech bubble representing constructive criticism, feedback to students in creative fields

How educators can help creatives cope with constructive criticism

John Hitchings offers advice for giving helpful feedback and supporting students studying in a creative field

John Hitchings

Arden University

Advice on guiding meta-reflection among students to get the most out of class discussion forums

Using meta-reflection for professional development: how to tap into the full potential of online discussion forums

Adrian Lam offers guiding questions and prompts that help students reflect on their own ways of thinking and working to aid their professional growth

Adrian Man-Ho Lam

The University of Hong Kong

Advice on implementing ungrading to improve student learning outcomes

Feedback rather than ranking: how to start ungrading in order to improve learning

Katharine Johanesen explains how to replace traditional grading with self-assessment and feedback throughout a course in order to improve learning outcomes

Katharine Johanesen

Juniata College

Enabling innovation to flourish in the online and blended learning space

From medicine to business, digital platforms enhance the learning experience for students

insendi

insendi

Advice on practical considerations when ungrading

So, you want to take the grades out of teaching? A beginner’s guide to ungrading

Susan D Blum shares her key recommendations for anyone wishing to remove grades from their teaching, in order to focus their students’ energies upon learning

Susan D. Blum

University of Notre Dame

1 ...7 8 9 10 11 12