Developing a Pedagogy for Interactive Learning

Abstract

Recent developments in higher education have seen the demise of much didactic, teacher-directed instruction, which was aimed mainly towards lower-level educational objectives. This traditional educational approach has been largely replaced by methods that feature the teacher as an originator or facilitator of interactive and learner-centred learning—with higher-level aims in mind. The origins of, and need for, these changes are outlined, leading into an account of the emerging pedagogical approach to interactive learning, featuring facilitation, and reflection. Some of the main challenges yet to be confronted effectively in consolidating a sound and comprehensive pedagogical approach to interactive development of higher level educational aims are outlined.