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Patterns in the Study of Academic Learning in US Higher Education Journals, 2005–2020

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Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 36))

Abstract

This chapter presents an analysis of articles on academic learning published by US researchers between 2005 and early 2020 in major higher education journals. The goal of the review was to identify patterns in the conceptualization and study of academic learning, defined as learning that is the intended or actual outcome of formal academic courses and programs in 2- and 4-year institutions. The analysis identified differences in the kinds of academic learning examined by researchers studying learning in 2- and 4-year institutions; limited use of theory and conceptual frameworks to guide research; the dominance of cognitive theories of learning and relative absence of sociocultural, situative, and critical perspectives; and near-exclusive use of quantitative research designs. In addition, whereas research in 2-year colleges examined students’ learning of knowledge and skills related to particular academic disciplines and fields, research in 4-year institutions emphasized students’ development of general reasoning skills such as critical thinking. Across the corpus of studies, researchers focused on determining the effectiveness of educational programs and practices rather than on understanding the learning process. Reflections on these patterns of study yielded recommendations for advancing research on academic learning in college.

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    Lisa R. Lattuca

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Lattuca, L.R. (2021). Patterns in the Study of Academic Learning in US Higher Education Journals, 2005–2020. In: Perna, L.W. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 36. Springer, Cham. https://doi.org/10.1007/978-3-030-44007-7_7

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