Abstract
Carl Rogers published his classic text Freedom to learn in 1969, arguing for students to be given the opportunity to break away from the constraints of a formal syllabus and benefit from the richer learning that he considered possible through experiential and flexible learning experiences. His work, and that of later scholars of critical pedagogy promoted the role and responsibility of students to contribute to and influence their own learning. Rogers' work informs some of the current activity in both schools and higher education, focused on co-created curriculum and 'students as partners' in learning and teaching. In this paper I examine recent evaluation data from co-created classes with academic staff on a Postgraduate Certificate in Academic Practice to explore their rationales for choosing to lead or not to lead class activities, and I ask whether staff have time for freedom to learn in the 21st Century higher education context.
Original language | English |
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Pages | 1-3 |
Number of pages | 3 |
Publication status | Published - 2016 |
Event | SRHE International Conference on Research into Higher Education - Celtic Manor, Newport, United Kingdom Duration: 7 Dec 2016 → 9 Dec 2016 https://www.srhe.ac.uk/conference2016/ |
Conference
Conference | SRHE International Conference on Research into Higher Education |
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Country/Territory | United Kingdom |
City | Celtic Manor, Newport |
Period | 7/12/16 → 9/12/16 |
Internet address |
Keywords / Materials (for Non-textual outputs)
- student engagement
- Students as partners
- co-creation