What constitutes good learning and teaching in higher education? Views from staff development handbooks

From the viewpoint of a cognitive psychologist, this paper analyses models of learning and teaching which are evident in current staff development handbooks. Several consistent views emerge with regard to student learning, e.g., an emphasis on active learning, a distinction between deep and surface approaches to learning, learning by doing and becoming self-regulated learners. Learning outcomes are stated largely in generic terms and are underspecified in terms of disciplinary knowledge, thinking skills and/or epistemological beliefs. Only very general relationships between teaching method and learning outcomes are outlined. The importance of lecturers’ conceptions of teaching and learning (in contrast to students’ conceptions) are only beginning to be recognized.