Christenson, L., 2018. Straightforward Active Learning Modalities for the Higher Education Classroom. NACTA Journal, 62(1), pp.99-100.
Misseyanni, A., Lytras, M.D., Papadopoulou, P. and Marouli, C. eds., 2018. Active Learning Strategies in Higher Education: Teaching for Leadership, Innovation, and Creativity. Emerald Publishing Limited. https://www.emerald.com/insight/content/doi/10.1108/9781787144873/full/html
Robertson, L., 2018. Toward an epistemology of active learning in higher education and its promise. In Active Learning Strategies in Higher Education: Teaching for Leadership, Innovation, and Creativity (pp. 17-44). Emerald Publishing Limited.
Godlewska, A., Beyer, W., Whetstone, S., Schaefli, L., Rose, J., Talan, B., Kamin-Patterson, S., Lamb, C. and Forcione, M., 2019. Converting a large lecture class to an active blended learning class: why, how, and what we learned. Journal of Geography in Higher Education, 43(1), pp.96-115.
Misseyanni, A., Papadopoulou, P., Marouli, C. and Lytras, M.D., 2018. Active Learning Stories in Higher Education: Lessons Learned and Good Practices in STEM Education. In Active Learning Strategies in Higher Education: Teaching for Leadership, Innovation, and Creativity (pp. 75-105). Emerald Publishing Limited.
Forndran, F. and Zacharias, C.R., 2019. A gamified Experimental Physics classes: a promising active learning methodology for Higher Education. European Journal of Physics.
Wood, A.K., Galloway, R.K., Sinclair, C. and Hardy, J., 2018. Teacher-student discourse in active learning lectures: case studies from undergraduate physics. Teaching in Higher Education, 23(7), pp.818-834.
Tharayil, S., Borrego, M., Prince, M., Nguyen, K.A., Shekhar, P., Finelli, C.J. and Waters, C., 2018. Strategies to mitigate student resistance to active learning. International journal of STEM education, 5(1), p.7.
Kirschner, P.A., Sweller, J., Kirschner, F. and Zambrano, J., 2018. From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), pp.213-233.
Costley, J. and Lange, C., 2018. The moderating effects of group work on the relationship between motivation and cognitive load. International Review of Research in Open and Distributed Learning, 19(1).
Korbach, A., Brünken, R. and Park, B., 2018. Differentiating different types of cognitive load: A comparison of different measures. Educational Psychology Review, 30(2), pp.503-529.
Puma, S., Matton, N., Paubel, P.V. and Tricot, A., 2018. Cognitive load theory and time considerations: Using the time-based resource sharing model. Educational Psychology Review, 30(3), pp.1199-1214.
Feldon, D.F., Franco, J., Chao, J., Peugh, J. and Maahs-Fladung, C., 2018. Self-efficacy change associated with a cognitive load-based intervention in an undergraduate biology course. Learning and Instruction, 56, pp.64-72.
Ruge, G., Tokede, O. and Tivendale, L., 2019. Implementing constructive alignment in higher education–cross-institutional perspectives from Australia. Higher Education Research & Development, 38(4), pp.833-848.
Wijngaards-de Meij, L. and Merx, S., 2018. Improving curriculum alignment and achieving learning goals by making the curriculum visible. International Journal for Academic Development, 23(3), pp.219-231.
Lawrence, J.E., 2019. Designing a Unit Assessment Using Constructive Alignment. International Journal of Teacher Education and Professional Development (IJTEPD), 2(1), pp.30-51.
Ali, L., 2018. The Design of Curriculum, Assessment and Evaluation in Higher Education with Constructive Alignment. Journal of Education and e-Learning Research, 5(1), pp.72-78.
Croft, D., 2018. Embedding constructive alignment of reading lists in course design. Journal of Librarianship and Information Science, p.0961000618804004.
Wilhelm, S., Förster, R. and Zimmermann, A.B., 2019. Implementing competence orientation: Towards constructively aligned education for sustainable development in university-level teaching-and-learning. Sustainability, 11(7), p.1891.
Croy, S.R., 2018. Development of a group work assessment pedagogy using constructive alignment theory.
Cain, A., Grundy, J. and Woodward, C.J., 2018. Focusing on learning through constructive alignment with task-oriented portfolio assessment. European Journal of Engineering Education, 43(4), pp.569-584.
Grier-Reed, T. and Williams-Wengerd, A., 2018. Integrating Universal Design, culturally sustaining practices, and constructivism to advance inclusive pedagogy in the undergraduate classroom. Education Sciences, 8(4), p.167.
Karpouza, E. and Emvalotis, A., 2019. Exploring the teacher-student relationship in graduate education: a constructivist grounded theory. Teaching in higher education, 24(2), pp.121-140.
Charmaz, K., 2017. The power of constructivist grounded theory for critical inquiry. Qualitative inquiry, 23(1), pp.34-45.
Van Bergen, P. and Parsell, M., 2019. Comparing radical, social and psychological constructivism in Australian higher education: a psycho-philosophical perspective. The Australian Educational Researcher, 46(1), pp.41-58.
McCauley, V., Martins Gomes, D. and Davison, K.G., 2018. Constructivism in the third space: challenging pedagogical perceptions of science outreach and science education. International Journal of Science Education, Part B, 8(2), pp.115-134.
Thomas, A., Menon, A., Boruff, J., Rodriguez, A.M. and Ahmed, S., 2014. Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review. Implementation Science, 9(1), p.54.
Brito, C., 2019. A Constructivist Approach to Marketing Education. In Evaluating the Gaps and Intersections Between Marketing Education and the Marketing Profession (pp. 12-17). IGI Global
Le Grange, L., 2016. Decolonising the university curriculum: Leading article. South African Journal of Higher Education, 30(2), pp.1-12.
Sabaratnam, M., 2017. Decolonising the Curriculum: What’s All the Fuss about?’. Study at SOAS Blog, 18.
Pete, S., 2015. 100 ways to Indigenize and decolonize academic programs and courses. University of Regina.
Begum, N. and Saini, R., 2019. Decolonising the Curriculum. Political Studies Review, 17(2), pp.196-201.
Fomunyam, K.G., 2017. Decolonising the engineering curriculum in a South African University of Technology. International Journal of Applied Engineering Research, 12(17), pp.6797-805.
Winberg, S. and Winberg, C., 2017, April. Using a social justice approach to decolonize an engineering curriculum. In 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 248-254). IEEE.
Borgerson, J., 2015. Humility and the challenge to decolonize the ‘critical’ in critical management studies. The Routledge companion to critical management studies. London: Routledge, pp.107-123.
Samuels-Peretz, D., Dvorkin Camiel, L., Teeley, K. and Banerjee, G., 2017. Digitally Inspired Thinking: Can Social Media Lead to Deep Learning in Higher Education?. College Teaching, 65(1), pp.32-39.
Dolmans, D.H., Loyens, S.M., Marcq, H. and Gijbels, D., 2016. Deep and surface learning in problem-based learning: a review of the literature. Advances in health sciences education, 21(5), pp.1087-1112
Asikainen, H. and Gijbels, D., 2017. Do students develop towards more deep approaches to learning during studies? A systematic review on the development of students’ deep and surface approaches to learning in higher education. Educational Psychology Review, 29(2), pp.205-234.
Tsingos, C., Bosnic-Anticevich, S. and Smith, L., 2015. Learning styles and approaches: Can reflective strategies encourage deep learning?. Currents in Pharmacy Teaching and Learning, 7(4), pp.492-504.
Islam, G.R. and Shafiq, M.S., 2016. Surface and Deep Approaches to Learning in Higher Education: Global Practice and Lessons for Bangladesh. Bangladesh Journal of Educational Research, 2(1), pp.45-56.
Shearer, R.L., Gregg, A. and Joo, K.P., 2015. Deep learning in distance education: Are we achieving the goal?. American Journal of Distance Education, 29(2), pp.126-134.
Jamieson, M.V. and Shaw, J.M., 2017. Applications of peer teaching and deep learning in engineering education course design. In Proceedings of the 7th International Conference on Mechanics and Materials in Design.
Trepule, E., Tereseviciene, M. and Rutkiene, A., 2015. Didactic approach of introducing technology enhanced learning (TEL) curriculum in higher education. Procedia-Social and Behavioral Sciences, 191, pp.848-852.
O'Flaherty, J. and Phillips, C., 2015. The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, pp.85-95.
Bridgstock, R., 2016. Educating for digital futures: what the learning strategies of digital media professionals can teach higher education. Innovations in education and teaching international, 53(3), pp.306-315.
Baeten, M., Dochy, F., Struyven, K., Parmentier, E. and Vanderbruggen, A., 2016. Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning. Learning Environments Research, 19(1), pp.43-62.
Nokkala, T. and Saarinen, T., 2018. Discourse analysis in higher education research: Theory and method. Theoretical and Methodological Perspectives on Higher Education Management and Transformation: An advanced reader for PhD students.
Martínez-Alemán, A.M., 2015. Critical discourse analysis in higher education policy research. Critical approaches to the study of higher education: A practical introduction, pp.7-43
Rogers, R., 2017. Critical discourse analysis in education. Discourse and education, pp.41-54.
Budds, K., Locke, A. and Burr, V., 2017. Using discourse analysis in social psychology.
Dunn, K.C. and Neumann, I.B., 2016. Undertaking discourse analysis for social research. University of Michigan Press.
Alfonso, G. and Garcia, P., 2016. Open and distance elearning: New dimensions in teaching, learning, research, and extension for higher education Institutions. International Journal on Open and Distance eLearning, 1(1).
Harvey, M., Coulson, D. and McMaugh, A., 2016. Towards a theory of the Ecology of Reflection: Reflective practice for experiential learning in higher education. Journal of University Teaching & Learning Practice, 13(2), p.2.
Wurdinger, S. and Allison, P., 2017. Faculty perceptions and use of experiential learning in higher education. Journal of e-learning and Knowledge Society, 13(1).
Cacciamani, S., 2017. Experiential learning and knowledge building in higher education: An application of the progressive design method. Journal of e-Learning and Knowledge Society, 13(1).
Gentry, J.W., Kaulbach, M., Smith, J.A., Simon, R., Feinstein, A.H. and Burns, A.C., 2015. The changing academic environment: What role will experiential learning play in the survival of higher education. In Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference (Vol. 42).
Reed, L., Whitten, C., Swank, A., Gioa, J., Marr, M., Woods, W., Jeremiah, J. and Westerman, L., 2018, March. The Changing Landscape of Experiential Learning in Higher Education. In Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference (Vol. 45).
Knox, C.C. and Harris, A.S., 2016. Evolution of an experiential learning partnership in emergency management higher education. Journal of emergency management (Weston, Mass.), 14(3), pp.201-211.
Supple, B. and Agbenyega, J.S., 2018. Reconceptualising inclusive policy and practice in higher education: a Bourdieuian theorisation. In International Cultures of Educational Inclusion (pp. 27-48).
Black, R.D., Weinberg, L.A. and Brodwin, M.G., 2015. Universal design for learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25(2), pp.1-16.
Tobin, T.J. and Behling, K.T., 2018. Reach everyone, teach everyone: Universal design for learning in higher education. West Virginia University Press.
Griful-Freixenet, J., Struyven, K., Verstichele, M. and Andries, C., 2017. Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework. Disability & Society, 32(10), pp.1627-1649.
Martin, N., Wray, M., James, A., Draffan, E.A., Krupa, J. and Turner, P., 2019. Implementing Inclusive Teaching and Learning in UK Higher Education–Utilising Universal Design for Learning (UDL) as a Route to Excellence.
Bracken, S. and Novak, K., 2019. Universal Design for Learning a Global Framework for Realising Inclusive Practice in Higher Education. Transforming Higher Education Through Universal Design for Learning: An International Perspective, p.346.
Dalton, E., Gronseth, S. and Anderson, C., 2017, March. Universal Design for Learning (UDL) in Higher Education: Possibilities, Pitfalls & Practices. In Society for Information Technology & Teacher Education International Conference(pp. 1501-1506). Association for the Advancement of Computing in Education (AACE).
Thomas, L., Jones, R. and Ottaway, J., 2015. Effective practice in the design of directed independent learning opportunities. York: Higher Education Academy and the Quality Assurance Agency.
Charles, H., 2019. Developing Essential Learning and Study Skills Among Students in STEM Courses at Higher Education Institutions.
Scott, G.W., Furnell, J., Murphy, C.M. and Goulder, R., 2015. Teacher and student perceptions of the development of learner autonomy; a case study in the biological sciences. Studies in Higher Education, 40(6), pp.945-956.
Newton, P.M., 2015. The learning styles myth is thriving in higher education. Frontiers in Psychology, 6, p.1908.
Kirschner, P.A., 2017. Stop propagating the learning styles myth. Computers & Education, 106, pp.166-171.
Rutherford, S.M., Limorenko, G. and Shore, A., 2016. Correlations between learning styles and perceptions of Collaborative Learning in Higher Education.
Balakrishnan, V. and Gan, C.L., 2016. Students’ learning styles and their effects on the use of social media technology for learning. Telematics and Informatics, 33(3), pp.808-821.
Cheng, G. and Chau, J., 2016. Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), pp.257-278.
Carol, C., 2015. Learning styles in Higher Education. A case study in History training. Procedia-Social and Behavioral Sciences, 180, pp.256-261.