Rethinking the Essential Questions in Higher Education

Studia paedagogica: Teaching and Learning in Higher Education




[1] Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16–25.

[2] Biesta, G. J. J. (2010). Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education. Studies in Philosophy and Education, 29, 491–503.

[3] Brücknerová, K., Rozvadská, K., Knotová, D., Juhaňák, L., Rabušicová, M., & Novotný, P. (2020). Educational trajectories of non-traditional students: Stories behind numbers. Studia paedagogica, 25(4), 93–114.

[4] Curaj, A., Matei, L., Pricopie, R., Salmi, J., & Scott, P. (2015). The European higher education area: Between critical reflections and future policies. Springer Nature.

[5] Gorard, S., Smith, E., May, H., Thomas, L., Adnett, N., & Slack, K. (2006). Review of widening participation research: addressing the barriers to participation in higher education.

[6] McCune, V. (2019). Academic identities in contemporary higher education: sustaining identities that value teaching. Teaching in Higher Education, 26(1), 20–35.

[7] Sankey, M., Birch, D., & Gardiner, M. (2010). Engaging students through multimodal learning environments: The journey continues. In Proceedings ASCILITE 2010: 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Curriculum, technology, and transformation for an unknown future (pp. 852–863). University of Queensland.

[8] Smith, K. & Flores, M. A. (2019). The Janus faced teacher educator. European Journal of Teacher Education, 42(4), 433–446.

[9] Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. John Wiley & Sons.





PDF (English) views