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Editorial

Editorial 1010866 ALH0010.1177/14697874211010866Active Learning in Higher EducationBaldwin research-article2021 Active Learning in Higher Education 1 –8 Editorial © The Author(s) 2021 Article reuse guidelines: sagepub.com/journals-permissions https://doi.org/10.1177/14697874211010866 DOI: 10.1177/14697874211010866 journals.sagepub.com/home/alh Lynne Baldwin Brunel University London, UK As is the case in all sectors, theories and practices in higher education evolve over time and, we hope, the changes that we make or which happen (some we can control and some we cannot) are those which are for the better. Those changes might be big and far reaching or perhaps very small and local, but all of us teaching or supporting learners in some way or by carrying out research within universities do that in order to improve not only our own knowledge of the subject matter within the discipline of education per se but to use what we know in helping our learners to thrive and grow, as learners. This is not only during their very short time with us within universities (only 1 year, in the case of postgraduate study in certain countries, for example) but in order to best help them to prepare for whatever challenges they will face afterwards, whether in the work environ- ment or elsewhere. Whether this is http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Active Learning in Higher Education SAGE

Editorial

Baldwin, Lynne
Active Learning in Higher Education , Volume OnlineFirst: 1 – Jan 1, 2021
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Publisher
SAGE
Copyright
© The Author(s) 2021
ISSN
1469-7874
eISSN
1741-2625
DOI
10.1177/14697874211010866
Publisher site
See Article on Publisher Site

Abstract

1010866 ALH0010.1177/14697874211010866Active Learning in Higher EducationBaldwin research-article2021 Active Learning in Higher Education 1 –8 Editorial © The Author(s) 2021 Article reuse guidelines: sagepub.com/journals-permissions https://doi.org/10.1177/14697874211010866 DOI: 10.1177/14697874211010866 journals.sagepub.com/home/alh Lynne Baldwin Brunel University London, UK As is the case in all sectors, theories and practices in higher education evolve over time and, we hope, the changes that we make or which happen (some we can control and some we cannot) are those which are for the better. Those changes might be big and far reaching or perhaps very small and local, but all of us teaching or supporting learners in some way or by carrying out research within universities do that in order to improve not only our own knowledge of the subject matter within the discipline of education per se but to use what we know in helping our learners to thrive and grow, as learners. This is not only during their very short time with us within universities (only 1 year, in the case of postgraduate study in certain countries, for example) but in order to best help them to prepare for whatever challenges they will face afterwards, whether in the work environ- ment or elsewhere. Whether this is

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Active Learning in Higher Education – SAGE

Published: Jan 1, 2021

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