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Empirical Education Research on the Effectiveness and Quality of Learning and Instruction

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Student-Centered Learning Environments in Higher Education Classrooms

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Abstract

This chapter focuses on common deeper-level quality dimensions and features of instruction referring to both the quality of learning and teaching processes, and the quality of classroom interaction and climate. Process-outcome research, research on effective self-regulated learning, and research on the effectiveness of problem-based learning, mainly conducted in the context of higher education, are reviewed. Apart from that, state-of-the-art empirical instructional research on quality features of teaching and learning, mainly conducted in school environments and in the context of teacher education, is discussed. As a result, a conceptual framework is outlined as a starting point and point of reference for the subsequent empirical study comprising common design principles and instructional quality dimensions and features that have to be considered when designing powerful student-centered learning environments.

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    Sabine Hoidn

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Hoidn, S. (2017). Empirical Education Research on the Effectiveness and Quality of Learning and Instruction. In: Student-Centered Learning Environments in Higher Education Classrooms. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-349-94941-0_3

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