High impact pedagogies and student engagement in Learning

Abstract

High quality post-secondary pedagogies are required to meet 21st century learning needs (Barnett, 2011). This paper reports on a systematic review of the academic literature (2005-2015) to ascertain the nature of high impact pedagogies (Kuh, 2008) within and across disciplines in post-secondary learning environments. A systematic review of the literature explored the nature of high impact pedagogies and their relationship to student engagement agendas and the freedom to learn (MacFarlane, 2015). The literature review yielded 21,055 articles, of which 1741 articles were selected for further analysis. This report focuses on a first stage detailed analysis of a subset of the data comprising 273 articles. Outcomes of the review and implications for pedagogy in postsecondary environments will be discussed.