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Learning and Instruction in Higher Education Classrooms

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International Handbook of Psychology Learning and Teaching

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

This chapter inventories the essential components necessary to leverage theory and research in the deployment of effective instruction in higher education. The chapter begins with a discussion of the importance of structuring and organizing a higher education course to foster deep and enduring learning based on the evidence which supports it. The chapter then provides a rich chronology of the seminal theoretical ideas that support the value of student cognitive and behavioural activity that gives rise to active engagement during learning. Next, the importance of activities in and out of the classroom are discussed, with evidence-based examples illustrating the diverse and effective methods that lead to deep learning. Finally, for better or for worse, higher-educational classrooms still deliver much their instruction using the method of lecture. Thus, the chapter concludes with evidence-based research that explains the way to lecture properly by directing and sustaining attention, using personal examples, and activating student emotions to build cognitive models of new knowledge and motivate students to learn.

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Authors and Affiliations

  1. Department of Psychology, California State University, Chico, CA, USA

    Neil H. Schwartz

  2. Department of Psychology, University of Wisconsin, Madison, WI, USA

    Anna N. Bartel

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  1. Neil H. Schwartz
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  2. Anna N. Bartel
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Editor information

Editors and Affiliations

  1. Department of Educational Research, University of Salzburg, Salzburg, Austria

    Joerg Zumbach

  2. Department of Psychology, University of South Florida, Bonita Springs, FL, USA

    Douglas A. Bernstein

  3. School of Science - Faculty of Psychology, Psychology of Learning and Instruction, Technische Universitaet Dresden, Dresden, Sachsen, Germany

    Susanne Narciss

  4. Department of Human, Philosophical and Educational Sciences (DISUFF), University of Salerno, Fisciano, Italy

    Giuseppina Marsico

Section Editor information

  1. University of Salzburg, Salzburg, Austria

    Joerg Zumbach

  2. Psychologie des Lehrens und Lernens, Technische Universität Dresden, Dresden, Deutschland

    Susanne Narciss

  3. Department of Psychology, University of South Florida, Tampa, FL, USA

    Douglas A. Bernstein

  4. Department of Human, Philosophic, and Education Sciences, University of Salerno, Salerno, Italy

    Giuseppina Marsico

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Schwartz, N.H., Bartel, A.N. (2023). Learning and Instruction in Higher Education Classrooms. In: Zumbach, J., Bernstein, D.A., Narciss, S., Marsico, G. (eds) International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-28745-0_70

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