Test whether student learning concepts and findings hold in online environments, and relate higher education curricula to secondary curricula¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The commentary proposes two lines for future investigation: first, researchers should explore whether the concepts, methods, theories, and findings from face-to-face higher education remain valid in online environments, which have been seriously under-researched, including how online opportunities affect and are affected by external regulation. Second, researchers should examine the relationship between higher education and secondary curricula, since in some subjects higher education builds cumulatively on secondary education while in others it is taught ab initio.

Design Implications¶

Context¶

Requirements¶

• Requires research designs that compare phenomena across face-to-face and online environments and across subject areas with different curriculum relationships

Constraints¶

• The commentary notes the idea that a deep approach gradually emerges in higher education is more plausible in subjects taught ab initio than in cumulative subjects, and that researchers may need to be more modest in their claims

Target Learners¶

• higher education students
• secondary education students

Target Learning Goals¶

• validity of learning concepts across delivery modes
• development of deep approaches to learning across educational levels

Related Strategies¶

• Develop online measures of students' strategy use, linking learning analytics with retrospective task reports
• Prioritize prospective, in-curriculum evaluations of AI governance interventions over additional isolated benchmark studies

Examples¶

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Key Sources¶

• John T. E. Richardson. (2017). Student Learning in Higher Education: a Commentary. Educational Psychology Review, 29, 353–362. https://doi.org/10.1007/s10648-017-9410-x