Téléchargez le livre : Designing Curricula for Learner Autonomy and Engagement

Designing Curricula for Learner Autonomy and Engagement

Connecting Notional Hours, Blended and Self-Regulated Learning

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Springer


Paru le : 2026-01-01



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Description

Designing Curricula for Learner Autonomy and Engagement examines how higher education can be reimagined to empower learners as active, self-regulated participants in their own development. Across seven interconnected chapters, the book integrates theory, research, and practice to explore how autonomy and engagement can be systematically fostered in curriculum design, teaching strategies, and institutional policy. Starting with the conceptual foundations of learner autonomy and self-regulated learning, the book situates these ideas within the realities of contemporary higher education, including digital transformation, flexible delivery, and post-pandemic pedagogical change. It repositions notional hours as a learner-centred design tool and illustrates their application through a case study of an undergraduate module redesigned to enhance engagement and independent learning. Building on these principles, the book offers evidence-based frameworks for blended and interactive learning design, showing how Constructive Alignment, Self-Determination Theory, and Universal Design for Learning can be translated into practical strategies for fostering motivation, reflection, and meaningful interaction. Subsequent chapters address the measurement and enhancement of student engagement, introducing ethical, inclusive, and data-informed approaches to assessing behavioural, emotional, and cognitive participation. The discussion extends to institutional and policy levels, exploring how quality assurance systems, curriculum governance, and professional development can support autonomy-oriented innovation. Throughout, the book emphasises the integration of technological and human dimensions of learning, including the emerging influence of generative AI, and advocates for pedagogy that is both evidence-based and responsive to learners’ diverse needs. Bridging conceptual insight with actionable guidance, Designing Curricula for Learner Autonomy and Engagement provides educators, curriculum designers, and policymakers with a coherent framework for creating learning environments that cultivate agency, criticality, and sustained engagement in an evolving educational landscape.
Pages
189 pages
Collection
n.c
Parution
2026-01-01
Marque
Springer
EAN papier
9783032135193
EAN PDF
9783032135209
Informations sur l'ebook
Nombre pages copiables
1
Nombre pages imprimables
18
Taille du fichier
3062 Ko
Ce livre est accessible aux handicaps Voir les informations sur l'accessibilité
Prix
126,59 €
EAN EPUB
9783032135209
Informations sur l'ebook
Nombre pages copiables
1
Nombre pages imprimables
18
Taille du fichier
5837 Ko
Ce livre est accessible aux handicaps Voir les informations sur l'accessibilité
Prix
126,59 €

Angelos Bollas is an independent scholar. His research focuses on education as well as men and masculinity from literary, cultural, and social perspectives. He has authored and edited 8 books including Contemporary Irish Masculinities (Routledge, 2024), Sexualised Governmentalities (Springer, 2024), Fashionable Queerness (Emerald, 2024), HIV/AIDS in Memory, Culture and Society (Palgrave Macmillan, 2024), The Routledge Companion to Sally Rooney (Routledge, 2025), Designing Curricula for Student Autonomy and Engagement (Springer, 2026), Voices of Resistance (Emerald, 2026), and Health and Care in Crisis in Sally Rooney’s Literary Universe (Palgrave Macmillan, 2026). Angelos has a PhD in Cultural Studies, five master’s degrees including a MA in Learning Design and Technologies, and two bachelor’s degrees. He is currently studying for his third bachelor’s degree in Philosophy.

Cathryn Bennett is a researcher in corpus literacy development, virtual exchange in task design, and pragmatics. She obtained her PhD in Applied Linguistics from Trinity College Dublin in 2023, focusing on training in-service EFL practitioners to become corpus literate and design classroom materials with corpora. Currently, she is the Scholarly Writing Specialist at Penn State University, United States and continues to publish in several areas: corpus literacy development of in-service teacher education, intercultural virtual exchange and corpus materials design. 

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