High-impact teaching practices in higher education: a best evidence review

被引：29

作者：

Smith, Calvin D. ^{[1
]}

Baik, Chi ^{[2
]}

机构：

[1] Univ Queensland, Off Med Educ, Fac Med, Profess Dev, Brisbane, Qld, Australia

[2] Univ Melbourne, Ctr Study Higher Educ, Higher Educ, Melbourne, Vic, Australia

来源：

STUDIES IN HIGHER EDUCATION | 2021年 / 46卷 / 08期

关键词：

Teaching practices; evidence based teaching; higher education; teaching research and evaluation; student outcomes; teaching methods;

D O I：

10.1080/03075079.2019.1698539

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this paper, we report on an attempt to systematically discover reliable and high-quality evidence on teaching practices that have an impact on student learning. We adopted an innovative approach that was modelled on some of the practices of a systematic review. Papers that met certain quality criteria (population generalisability, ecological validity, measurement validity, logical clarity and design justification) were examined and a weighted-average score for each paper was calculated. These were then ranked to derive lists of best-evidenced and most impactful teaching and curriculum strategies. The results reveal that this method provides a reasonable approach to distilling the available literature into a concise representation of the most effective practices that are backed by good research design attributes. The results will be useful for curriculum designers, university leaders and policy makers, and have already informed policy at one Australian university.

引用

页码：1696 / 1713

页数：18

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