The Higher Education Learning Framework has been created as a guide for organisations, teachers and students to help frame thinking about teaching and learning design in higher education.
Alexandra Osika, Dr Stephanie MacMahon, Associate Professor Jason M. Lodge, and Professor Annemaree Carroll from The University of Queensland’s Learning Lab explore each of the seven principles of learning through a series of short articles published as a collection in the Times Higher Education (THE) Campus.
The fourth principle, interactive learning, delves into the nature of social interactions and social dynamics in learning, the processes behind them, and the value of a sense of belonging in learning.
Humans are innately social beings, and teaching and learning are often highly social activities. From earliest experiences of learning how to speak through to school, higher education and adult learning for professional development or pleasure, learning is enriched by the social interactions with others. However, the success and impact of these interactions is dependent on the quality and nature of the social experiences. In higher education, learning occurs in a variety of social contexts – one-on-one, in small and large groups, online and face-to-face – and in a variety of environments, both formal and informal. With so much social and interpersonal variability and complexity, it can be challenging for teachers and students to successfully navigate social interactions to produce positive experiences in learning.
