Access the full text.
Sign up today, get DeepDyve free for 14 days.
Maria Bøe, E. Henriksen, Carl Angell (2018)
Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physicsScience Education, 102
Peggy Whalen-Levitt (2009)
Pursuing "The Reader in the Book"Children's Literature Association Quarterly, 4
(2013)
Experience of military learners online: towards mindful practice
Lars Ulriksen, L. Madsen, H. Holmegaard (2017)
The first-year experience of non-traditional students in Danish science and engineering university programmesEuropean Educational Research Journal, 16
Yanling Shi (2013)
Review of Wolfgang Iser and His Reception TheoryTheory and Practice in Language Studies, 3
D. Starr-Glass (2014)
Rules of Engagement: Considering Good Policy and Practice with Online Military LearnersJournal of asynchronous learning networks, 19
Lars Ulriksen, L. Madsen, H. Holmegaard (2015)
The First-Year Experience: Students’ Encounter with Science and Engineering Programmes
S. Hassel, N. Ridout (2018)
An Investigation of First-Year Students' and Lecturers' Expectations of University EducationFrontiers in Psychology, 8
Lars Ulriksen, L. Madsen, H. Holmegaard (2015)
What Makes Them Leave and Where Do They Go? Non-completion and Institutional Departures in STEM
Online Learning, 19
S. Connors (2012)
Altering Perspectives: How the Implied Reader Invites Us to Rethink the Difficulty of Graphic NovelsThe Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85
J. Bean, M. Weimer (2011)
Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom
Mavis Reimer (2010)
Readers: Characterized, Implied, ActualJeunesse: Young People, Texts, Cultures, 2
Melissa Davidson (2008)
The Taxonomy of LearningInternational Anesthesiology Clinics, 46
Lars Ulriksen (2009)
The implied studentStudies in Higher Education, 34
This paper reflects on and seeks to reconcile and to consolidate two bodies of literature. The first deals with course design in higher education, particularly with efforts to create significant learning experiences. The second body of literature, which is considerably less well-known, considers the implied student – the intended or preconceived student for whom these learning experiences are created. Significant learning experiences are created by instructors for students, not for themselves. Thus, a critical condition for success in course design is to examine and interrogate the implied student that instructors had in mind and to reconcile those preconceived notions with the actual students who populate the learning space.Design/methodology/approachThe paper is a critical reflection on the literature and the author’s experience in designing college level business and economics courses and in attempting to create significant learning experiences in those courses. The study reflects on practice, reviews the relevant literature, and is speculative in nature. It is not empirically based and may well have limited generalizability. However, it is hoped that this paper will promote further exploration of the implied student construct and will lead to further research into the misalignment of expectations and outcomes between implied students and actual students.FindingsThe paper contends that there is inevitably a gap – for both the instructor and the learner – between the expectations and outcomes that are anticipated for implied students and realized by actual students. It suggests that recognition of this gap is a critical element in designing significant learning experiences for actual learners. The paper further suggests that success in creating these experiences is improved through reconsidering the implied student stereotype, engaging with actual students and instructor-led communication of the implicit goals and outcomes of the course.Originality/valueStudents are best served if they engage in learning spaces thoughtfully centered on significant learning experiences. However, learning environments are often constructed around envisaged students who are defined by the learning expectations, pedagogic philosophies and ideological biases of the instructor. This paper provides value by encouraging instructors to explore their preconceptions of the implied student and creating and facilitating learning environments that recognize, appreciate and respond to the actual students who will populate them. Further, the paper highlights “the implied student,” which has gained considerable traction in Nordic countries but only limited attention in the USA and UK.
On the Horizon – Emerald Publishing
Published: Mar 10, 2020
Keywords: Course design; Implied learner; Instructor expectations; Learner outcomes; Significant learning experiences
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.