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Editorial

Editorial 647537 ALH0010.1177/1469787416647537Active Learning in Higher EducationBaldwin editorial2016 Active Learning in Higher Education 2016, Vol. 17(2) 91 –97 Editorial © The Author(s) 2016 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1469787416647537 alh.sagepub.com Lynne P Baldwin Brunel University London, UK Whatever the role and nature of higher education in today’s economic climate, wherever we are in the world we, educators, always have in our minds and practices, both within and beyond the class- room, the achievement of our learners. Whether undergraduate or postgraduate, we hope that our teaching practices impact in one way or another positively on not only the achievements in terms of performance of our learners but also on their learning and development more generally. We are, after all, in the business of education, and that is, or should be, far wider than simply assisting our learners in the learning of subject matter sufficient for them to be able to achieve the stated learning outcomes for modules or courses and, at the end of that, getting their certificate or award. Our role, as educators, would be a lot easier, perhaps, if it were simply a matter of ‘teaching to the test’, in order to ensure that our learners learn what they http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Active Learning in Higher Education SAGE

Editorial

Baldwin, Lynne P
Active Learning in Higher Education , Volume 17 (2): 7 – Jul 1, 2016
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Publisher
SAGE
Copyright
© The Author(s) 2016
ISSN
1469-7874
eISSN
1741-2625
DOI
10.1177/1469787416647537
Publisher site
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Abstract

647537 ALH0010.1177/1469787416647537Active Learning in Higher EducationBaldwin editorial2016 Active Learning in Higher Education 2016, Vol. 17(2) 91 –97 Editorial © The Author(s) 2016 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1469787416647537 alh.sagepub.com Lynne P Baldwin Brunel University London, UK Whatever the role and nature of higher education in today’s economic climate, wherever we are in the world we, educators, always have in our minds and practices, both within and beyond the class- room, the achievement of our learners. Whether undergraduate or postgraduate, we hope that our teaching practices impact in one way or another positively on not only the achievements in terms of performance of our learners but also on their learning and development more generally. We are, after all, in the business of education, and that is, or should be, far wider than simply assisting our learners in the learning of subject matter sufficient for them to be able to achieve the stated learning outcomes for modules or courses and, at the end of that, getting their certificate or award. Our role, as educators, would be a lot easier, perhaps, if it were simply a matter of ‘teaching to the test’, in order to ensure that our learners learn what they

Journal

Active Learning in Higher Education – SAGE

Published: Jul 1, 2016

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