---
_id: '4485'
abstract:
- lang: eng
  text: 'Research on teaching and learning in higher education has first and foremost
    centered on individuals, i.e. students'' and teachers'' approaches to learning
    and teaching as well as methods (Entwistle, McCune, & Scheja, 2006; Entwistle
    & Peterson, 2004). As a consequence, concepts on how to improve and innovate education
    at higher education institutions (HEI) have stayed on the level of individual
    courses, trying to qualify teachers to implement new teaching and learning methods
    in their classrooms (Aineley, 2008, S. 619). Yet, there are both theoretical as
    well as practical reasons that argue for a broader perspective on learning processes
    and, as a consequence, reach beyond the course-level but focus on entire educational
    programmes instead: First, over the last thirty years or so, learning theories
    are increasingly stressing the importance of (a) social-material contexts (McInerney
    & van Etten, 2002) as well as (b) learners'' subjective experiences. This suggests
    that a course of study be not regarded as a mere addition of more or less independent
    courses, but rather as a holistic learning experience. This includes the sum total
    of a student''s educationally purposeful social-material interactions at a HEI
    both within and outside the classroom (cf. Hu & Kuh, 2002). A second, more practical
    reason why educational researchers and designers should take a closer look on
    the design of educational programmes lies in the Bologna process: The introduction
    of the European Credit Transfer System as well as the tow-tiered study structure
    force HEI to systematically craft their programmes'' internal structure. Due to
    the fact that there are virtually no pedagogical concepts concerning the design
    of study programmes, these design processes have so far been dominated by administrative
    considerations, largely neglecting students'' experiences within the programme
    structures (Winter, 2009; Hildbrand, Tremp, Jäger & Tückmantel, 2008). Thus, it
    can be concluded that there is a lack of knowledge on how distinctive design features
    of study programmes (1) are perceived by students and (2) impact on their action
    strategies concerning for example the selection of learning activities, the attribution
    of resources for learning, and social interactions with their peers.'
alternative_title:
- Education for a Global Networked Society
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  ama: 'Jenert T. Developing a learning centered model for designing and managing
    study programmes. In: European Association for Research on Learning and Instruction;
    2011.'
  apa: 'Jenert, T. (2011). Developing a learning centered model for designing and
    managing study programmes. Presented at the 14th Biennial European Conference
    for Research on Learning and Instruction (EARLI), Exeter: European Association
    for Research on Learning and Instruction.'
  bibtex: '@inproceedings{Jenert_2011, title={Developing a learning centered model
    for designing and managing study programmes}, publisher={European Association
    for Research on Learning and Instruction}, author={Jenert, Tobias}, year={2011}
    }'
  chicago: Jenert, Tobias. “Developing a Learning Centered Model for Designing and
    Managing Study Programmes.” European Association for Research on Learning and
    Instruction, 2011.
  ieee: T. Jenert, “Developing a learning centered model for designing and managing
    study programmes,” presented at the 14th Biennial European Conference for Research
    on Learning and Instruction (EARLI), Exeter, 2011.
  mla: Jenert, Tobias. <i>Developing a Learning Centered Model for Designing and Managing
    Study Programmes</i>. European Association for Research on Learning and Instruction,
    2011.
  short: 'T. Jenert, in: European Association for Research on Learning and Instruction,
    2011.'
conference:
  end_date: 2011-09-03
  location: Exeter
  name: 14th Biennial European Conference for Research on Learning and Instruction
    (EARLI)
  start_date: 2011-08-30
date_created: 2018-09-19T08:41:01Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- educational development
- study programmes
- approaches to studying
publisher: European Association for Research on Learning and Instruction
status: public
title: Developing a learning centered model for designing and managing study programmes
type: conference
user_id: '51057'
year: '2011'
...