Abstract
There is much to gain in seriously considering this book. As an adult learning instructor in Southeast Asia, the book has strengthened my understanding of curriculum design, pedagogies, context-sensitive assessment strategies, and the creation of hospitable learning spaces. While online learning presents new challenges to teaching, the eight research-based principles remain true, even when integrated with online learning tools.
The authors demonstrate that the eight principles are well-supported by both past and present research studies. These principles are comprehensively explained and applied across various disciplines. Although each principle is separately discussed in eight chapters, careful examination of their implications affirms interconnectedness, each aimed at achieving a single objective—high-impact teaching.
The authors have emphasized from the start that student learning is the central focus of teaching. Their previous publication in 2010 outlined seven research-based principles. The present version expands upon these principles, incorporating recent research and broadening its scope to encompass the individual backgrounds and socio-emotional aspects of learning. Notably, the updated version provides actionable advice, practical examples, and strategies for addressing the topics discussed.
The structure of the book is accessible. Each chapter commences with two case studies, followed by a thorough discussion of notable studies that support each principle and its practical implications. The 10 appendices provide more strategies to enhance teaching.
For each principle, the primary consideration is the identification and assessment of the learners’ unique characteristics and contributions to the learning spaces. This includes their personal learning histories, epistemologies, contextual experiences, values, learning preferences, and beliefs. The various case studies illustrate how these beliefs and experiences influence approaches to learning. Principle 1 challenges instructors to intentionally get to know their students so that discussions and learning tasks jibe with students’ experiences.
Principle 2 posits that students’ prior knowledge may help or hinder learning. There are strategies to help surface students’ pre-understanding. Principle 3 illustrates how approaches to knowledge organization and integration can be different for students. Principle 4 highlights how motivation is critical for student learning. Principle 5 discusses the necessity for students to acquire component skills, to practice integrating them, and with appropriate application to attain mastery. Principle 6 highlights the value of goal-directed practice with targeted feedback. Principle 7 is the creation of conducive-to-learning environments. Principle 8 argues for students to be more self-directed in their approach to learning.
Students’ motivation to learn is crucial for active engagement. Two concepts undergird motivation: “the subjective value of a goal” and the “expectations for successful attainment of that goal” (p. 87). Contextually relevant learning goals with prompt targeted feedback support the affective aspect of learning, as it is essential to help students recognize the value of their education. Much more in online learning, this approach helps students develop appreciation and motivation to participate. This practice promotes formative assessment, focusing more on students’ growth and development.
Learning spaces can either be welcoming and empowering or daunting and traumatic. Course climates comprise the intellectual, emotional, social and physical learning environment (p. 165). Some students could be hindered from progressing due to feeling marginalized or undervalued. One strategy to boost belonging is to promote learning-in-community. More than collaborative learning, learning-in-community embraces diversity and encourages teamwork in a non-competitive environment. This approach is especially appreciated by students from Asia and other regions where learning is often a communal activity. This principle is outlined under Principle 7, but it also reinforces Principles 1 and 4.
When metacognitive activities are integrated into learning experiences, as the authors highlight (pp. 190, 196), students’ metacognitive skills improve to evaluate the decisions they make as they learn a concept, work on a project, or complete an exam. They are empowered to make changes for the better.
For Christian educators, these eight principles also present opportunities for personal development and spiritual formation of students. The emphasis of teaching is on holistic growth, not merely the attainment of cognitive learning outcomes.
The conclusion asserts that “applying to ourselves” is crucial, as educators play a pivotal role in the learning process due to the complexity of teaching (p. 212). As educators continue to design and deliver learning experiences, this text is a reminder to reflect on the assumptions that are brought to the learning process. All educators committed to effective teaching should consider these eight research-based principles and how they might apply to the various learning spaces where students are situated.