Enhancing the Productivity of Learning: Curricular Implications
β Scribed by D. Bruce Johnstone; Patricia A. Maloney
- Publisher
- John Wiley and Sons
- Year
- 1998
- Weight
- 179 KB
- Volume
- 1998
- Category
- Article
- ISSN
- 0271-0560
- DOI
- 10.1002/he.10302
No coin nor oath required. For personal study only.
β¦ Synopsis
The productivity challenge is to restrain the cost of higher education to parents, students, institutions, and taxpayers. The learning productivity approach attempts to gain productivity less through reducing or cheapening inputs (that is, cutting faculty and staff, substituting less expensive part-time faculty for more costly full-time faculty, adding to faculty workloads, or deferring necessary maintenance) and more through enhancing higher education' s major real outputstudent learning. In the learning productivity perspective, the principal problem lies not in overpaid, underworked, or excessive faculty and staff but in teaching and learning inefficiencies, such as excessive nonlearning time, redundant learning, excessive course-taking, and ineffective learning (Johnstone, 1993).
Within the learning productivity construct, productivity may be enhanced through the following devices:
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