Reference Hub

This research has been cited in:

Article
Novus Projects: Innovative Ideas to Build New Opportunities upon Technology-Based Avenues in Higher EducationEducation Sciences10.3390/educsci12100695
Article
Can Pedagogical Innovations Be Sustainable? One Evaluation Outlook for Research Developed in Portuguese Higher EducationEducation Sciences10.3390/educsci11110725
Chapter
Pedagogical Innovation Triggered by the Covid-19 PandemicEntrepreneurship Research10.1007/978-981-99-4452-1_3

Pedagogical Innovation in Higher Education: Defining What We Mean

Jae Major, Sandi Lynne Tait-McCutcheon, Robin Averill, Amanda Gilbert, Bernadette Knewstubb, Anita Mortlock, Liz Jones

Source Title: International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE)1(3)

ISSN: 2644-1624|EISSN: 2644-1640|EISBN13: 9781799804024|DOI: 10.4018/IJITLHE.2020070101

Cite Article Cite Article

MLA

Major, Jae, et al. "Pedagogical Innovation in Higher Education: Defining What We Mean." IJITLHE vol.1, no.3 2020: pp.1-18. http://doi.org/10.4018/IJITLHE.2020070101

APA

Major, J., Tait-McCutcheon, S. L., Averill, R., Gilbert, A., Knewstubb, B., Mortlock, A., & Jones, L. (2020). Pedagogical Innovation in Higher Education: Defining What We Mean. International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE), 1(3), 1-18. http://doi.org/10.4018/IJITLHE.2020070101

Chicago

Major, Jae, et al. "Pedagogical Innovation in Higher Education: Defining What We Mean," International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE) 1, no.3: 1-18. http://doi.org/10.4018/IJITLHE.2020070101

Export Reference

Favorite Full-Issue Download

View Full Text HTML

View Full Text PDF

Abstract

Quality teaching in higher education (HE) is gaining increasing international attention and pedagogical innovation is seen as an important construct of quality teaching. The drivers for pedagogical innovation include the need for 21st century skills and understandings, student demographics and empowerment, technological advances, and a turn to teaching in HE. Defining innovative pedagogies is a recurring challenge in the literature and a key focus of this article. Using an investigation into innovative approaches to teaching and learning at one New Zealand university, prevailing themes of newness, benefit, and student outcomes are discussed to develop a working definition. What is missing from the discourses and definitions is specific consideration of the influence of context on what counts as pedagogical innovation. In light of this, the authors offer an emergent definition of pedagogical innovation in higher education.