A Diemers

A Wagenaar

AB Bakker

B Ogur

C Vleuten

C Watling

CG Prober

CJ Bland

CP Vleuten van der

D Sambunjak

DA Cook

DA Davis

DW Johnson

E Driessen

E Holmboe

EA Al-Faris

EC Bernabeo

EL Deci

EW Driessen

FM Blankenstein Van

G Godin

G Norman

GC-H Koh

H Gardner

HE Daelmans

HG Schmidt

I Ajzen

I Couper

J Bergmann

J Hattie

J Lave

J Norcini

JC Archer

JE McLaughlin

JJ Hakanen

JJG Merriënboer Van

JR Levin

JT Zerzan

K Overeem

KE Hauer

KV Mann

LL Williams

M Prosser

ME Seligman

MJB Govaerts

MY Vardi

OTJ Cate Ten

P Teunissen

PW Teunissen

R Grol

R Strasser

RA Ramanan

RM Ryan

SE Straus

T Dornan

V Eertwegh Van den

VJ Shute

English

Educational practice and educational research are not aligned with each other. Current educational practice heavily relies on information transmission or content delivery to learners. Yet evidence shows that delivery is only a minor part of learning. To illustrate the directions we might take to find better educational strategies, six areas of educational evidence are briefly reviewed. The flipped classroom idea is proposed to shift our expenditure and focus in education. All information delivery could be web distributed, thus creating more time for other more expensive educational strategies to support the learner. In research our focus should shift from comparing one curriculum to the other, to research that explains why things work in education and under which conditions. This may generate ideas for creative designers to develop new educational strategies. These best practices should be shared and further researched. At the same time attention should be paid to implementation and the realization that teachers learn in a way very similar to the people they teach. If we take the evidence seriously, our educational practice will look quite different to the way it does now.</jats:p

C. P. M. Van der Vleuten

E. W. Driessen

Crossref

Perspectives on Medical Education

What would happen to education if we take education evidence seriously?

https://link.springer.com/content/pdf/10.1007%2Fs40037-014-0129-9.pdf

What would happen to education if we take education evidence seriously?

Abstract

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