University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia.
University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia.
Nurse Educ Pract. 2021 May;53:103051. doi: 10.1016/j.nepr.2021.103051. Epub 2021 Apr 2.
In contemporary higher education contexts, active learning pedagogy pervades in discourses around designing quality student experiences. Transposing student bodies from passive to active participants in learning experiences is widely considered best practice in curriculum and pedagogical design. While literature on active learning is vast and recommendations on how to transform into an active learning approach abounds, such advice is often prescribed to individual teachers or courses. What remains unknown in this transformational space is how leadership for person-centred teaching can guide a whole school to shift philosophical presuppositions and take-up active learning as the guiding pedagogy. This paper describes the challenges, processes and steps for how one school, the School of Nursing at an Australian University, invoked transformational change through a philosophical and practice-based shift across all learning spaces (online/ face-to-face/ blended, undergraduate and postgraduate domains). This paper offers recommendations for other schools interested in establishing a whole-of-school commitment to an active learning pedagogy transformation underpinned by person-centred teaching.
在当代高等教育背景下，主动学习教学法在设计优质学生体验的讨论中无处不在。将学生从被动参与者转变为主动学习者，被广泛认为是课程和教学设计的最佳实践。尽管关于主动学习的文献很多，关于如何转变为主动学习方法的建议也很多，但这些建议往往是针对个别教师或课程提出的。在这个变革空间中，人们还不知道以人为本的教学领导力如何引导整个学校转变哲学假设，并将主动学习作为指导教学法。本文描述了一所学校（澳大利亚一所大学的护理学院）如何通过在所有学习空间（在线/面对面/混合、本科和研究生领域）进行哲学和基于实践的转变来引发变革性的变化所面临的挑战、过程和步骤。本文为其他有兴趣在以人为本的教学基础上建立全校对主动学习教学法转变的承诺的学校提供了建议。
