Promoting self-sustained learning in higher education: The ISEE framework

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2 Citations (Scopus)

Abstract

To equip graduates with the capability to meet complex demands of work and life, it is important that higher education teachers engage students in self-sustained learning – the persistent, self-initiated pursuit of expertise development in one's subject area. This requires building a positive synergy between learning and teaching, which implies various potential difficulties for teachers. Based on a critical analysis of these difficulties, it is proposed that self-sustained learning can be nurtured when teachers activate a form of dialogic reflective practice that prioritizes students’ subject expertise development. Relevant strategies are suggested and potential difficulties in implementing them are examined. These strategies are synthesized as the ISEE framework: (1) employing Inquiry-based Scaffolding Tasks to motivate students’ learning interests and scaffold their progress; (2) encouraging Engaging Classroom Dialogs to help students’ development of subject expertise and an active learner identity; and (3) using Engaged Critical Reflections to build close and trusting teacher–student relationships. Copyright © 2015 Taylor & Francis.
Original languageEnglish
Pages (from-to)601-613
JournalTeaching in Higher Education
Volume20
Early online dateJul 2015
DOIs
Publication statusPublished - 2015

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Teaching

Citation

Yang, M. (2015). Promoting self-sustained learning in higher education: The ISEE framework. Teaching in Higher Education, 20(6), 601-613.

Keywords

  • Inquiry-based learning
  • Learning environment
  • Reflective practice
  • Self-sustained learning
  • Collaborative learning