论证、背景化和操作化学习和教学的绩效指标:学习和教学的理论和实践的作用

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2022-01-02 DOI:10.1080/13538322.2021.1951454

T. Leiber

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引用次数: 5

摘要

本文以高等教育为研究对象，描述了高等教育的学习与教学过程，并介绍了当代学习与教学理论的基本原理。在此概念背景下，分析了绩效指标与学与教理论与实践的交织关系。对于少数选定的示范性绩效指标，研究表明，这些指标在理论和教学实践中是合理的。指标与学与教理论之间的论证联系通常不是一种直接的关系，而是一种复杂的材料推理，是双方多因素的，是推理的前提和结论。这一分析有助于提高对学习与教学绩效指标认识论正当性的理解。

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Justifying, contextualising and operationalising performance indicators of learning and teaching: the role of theories and practice of learning and teaching

ABSTRACT The paper characterises the learning and teaching process with a focus on higher education and describes the basics of contemporary theories of learning and teaching. Against this conceptual background, the interweaving of performance indicators and theories and practice of learning and teaching is analysed. For a small, selected number of exemplary performance indicators, it is shown that they are justified by theories and practice of learning and teaching. The justification link between indicators and theories of learning and teaching is usually not a straightforward relation but a complicated material inference that is multifactorial on both sides, the premises and the conclusions of the inference. The analysis contributes to improve the understanding of the epistemological justification of performance indicators of learning and teaching.

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.