High-impact teaching practices in higher education: a best evidence review

In this paper, we report on an attempt to systematically discover reliable and high-quality evidence on teaching practices that have an impact on student learning. We adopted an innovative approach that was modelled on some of the practices of a systematic review. Papers that met certain quality cri...

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Bibliographic Details
Published in:Studies in higher education (Dorchester-on-Thames) 2021-08, Vol.46 (8), p.1696-1713
Main Authors: Smith, Calvin D., Baik, Chi
Format: Article
Language:English
Subjects:
Best Practices
Curricula
Design
Educational Quality
Evidence Based Practice
evidence based teaching
Foreign Countries
Higher Education
Instructional Innovation
Justification
Measurement
Policy making
Research Reports
student outcomes
Systematic review
Teaching
Teaching Methods
Teaching practices
teaching research and evaluation
Validity
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Summary:In this paper, we report on an attempt to systematically discover reliable and high-quality evidence on teaching practices that have an impact on student learning. We adopted an innovative approach that was modelled on some of the practices of a systematic review. Papers that met certain quality criteria (population generalisability, ecological validity, measurement validity, logical clarity and design justification) were examined and a weighted-average score for each paper was calculated. These were then ranked to derive lists of best-evidenced and most impactful teaching and curriculum strategies. The results reveal that this method provides a reasonable approach to distilling the available literature into a concise representation of the most effective practices that are backed by good research design attributes. The results will be useful for curriculum designers, university leaders and policy makers, and have already informed policy at one Australian university.
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2019.1698539