000			01488nam a22001457a 4500
999			_c519638 _d519638
008			220401b ||||| |||| 00| 0 eng d
100			_aDesai, Suhasini and Datta, Dandge _932625
245			_aCase for metacognitive instruction in higher education sector
260			_aUniversity News
300			_a59(49), Dec, 6-12, 2021: p.51-54
520			_aHigher education in India has taken a decided shift towards outcomes-based curricula since last more than one decade. Accreditation is increasingly being based on demonstration of outcomes attainment at students’ end. Critical thinking, problem identification and formulation along with life-long learning skills are the outcomes usually listed as some of the crucial Programme Outcomes. Pedagogies in higher education are also taking student-centric tilt. Emphasis on students’ Active Learning has grown. New Education Policy 2021 makes student-centered education imperative. Teachers are taking interest in active learning pedagogies such as Problem/Project Based Learning, Peer Instruction and Collaborative Learning. It is clear that student is being brought to the center of teaching-learning process. Teachers are becoming aware of their duty as facilitator in students’ learning rather than as provider or transmitter of information. They are redefining their responsibility as creators of learning experiences for the students. – Reproduced
773			_aUniversity News
906			_aHIGHER EDUCATION
942			_cAR