Book contents
- The Cambridge Handbook of Computing Education Research
- The Cambridge Handbook of Computing Education Research
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- 0 An Important and Timely Field
- Part I Background
- Part II Foundations
- 4 A Study Design Process
- 5 Descriptive Statistics
- 6 Inferential Statistics
- 7 Qualitative Methods for Computing Education
- 8 Learning Sciences for Computing Education
- 9 Cognitive Sciences for Computing Education
- 10 Higher Education Pedagogy
- 11 Engineering Education Research
- Part III Topics
- Index
- References
10 - Higher Education Pedagogy
from Part II - Foundations
Published online by Cambridge University Press: 15 February 2019
Book contents
- The Cambridge Handbook of Computing Education Research
- The Cambridge Handbook of Computing Education Research
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- 0 An Important and Timely Field
- Part I Background
- Part II Foundations
- 4 A Study Design Process
- 5 Descriptive Statistics
- 6 Inferential Statistics
- 7 Qualitative Methods for Computing Education
- 8 Learning Sciences for Computing Education
- 9 Cognitive Sciences for Computing Education
- 10 Higher Education Pedagogy
- 11 Engineering Education Research
- Part III Topics
- Index
- References
Summary
This chapter introduces those new to educational research to higher education pedagogy and to the research that has contributed to our understanding of learning and teaching in higher education. The chapter provides short analyses of: learning theories; ‘outcome-based education’ (including intended learning outcomes and constructive alignment); key elements of student-centred teaching; the power of feedback; and the roles of assessment and evaluation. This chapter examines learning outcomes as knowledge, skills and ‘what learners will choose to do with the knowledge and skills that they've learnt.’ The latter is explored through an analysis of the affective domain of learning with a focus on learners’ dispositions to think critically about their learning and about the social implications of their newfound knowledge and skills. The chapter also addresses the idea of CEd research in the context of the higher education movement known as the scholarship of teaching and learning (SoTL). The chapter concludes that scholarly research into computer-science education contributes to the development of the scholars involved, to the development of the profession of computer science teaching, and with respect to the obligations of computer science as a discipline to the societies that sponsor it, to the development of these societies themselves.
- Type
- Chapter
- Information
- The Cambridge Handbook of Computing Education Research , pp. 276 - 291Publisher: Cambridge University PressPrint publication year: 2019
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