OECD Education Working Papers

ISSN :
1993-9019 (en ligne)
DOI :
10.1787/19939019
Cacher / Voir l'abstract
This series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.
 

Promoting Skills for Innovation in Higher Education

A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours You or your institution have access to this content

Anglais
Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/5k3tsj67l226.pdf
  • PDF
  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/promoting-skills-for-innovation-in-higher-education_5k3tsj67l226-en
  • LIRE
Auteur(s):
Sabine Hoidn1, Kiira Kärkkäinen2
Author Affiliations
  • 1: Harvard University, États-Unis

  • 2: OCDE, France

Date de publication
16 jan 2014
Bibliographic information
N°:
100
Pages
64
DOI
10.1787/5k3tsj67l226-en

Cacher / Voir l'abstract

Higher education plays an important role in providing people with skills for innovation, but a number of important questions remain as to what kind of higher education teaching can be conducive to the strengthening of skills for innovation. This report aims to shed light on this issue by reviewing the current evidence on the effectiveness of problem-based learning compared with more traditional approaches in higher education teaching. It explores the extent to which problem-based learning can be an effective way to develop different discipline-specific and transferable skills for innovation. Research, primarily from the field of medicine, shows that problem-based learning appears to be beneficial in fostering certain aspects of skills for innovation. In addition, the report explores the literature on direct teaching behaviours that may help foster student learning in more traditional teaching settings. Despite the promising evidence linking problem-based learning and effective teaching in higher education to certain aspects of skills for innovation, more work is needed in this area. There is strong potential for further research to provide additional important insights into the development of skills for innovation.