Abstract
Institutions of higher education are widening access to meet demand and to realize the benefits of an educated citizenry. Widened access has resulted in increased learner diversity, and consequently, differing expectations for teaching and learning. Achieving desired learning outcomes in this context suggests the need to examine curricular design, pedagogical approaches, and related learning theories. This paper identifies curricular elements for learner success, such as the flipped classroom, course redesign, and high impact practices, and links these to self-regulated learning to increase learner responsibility for the achievement of desired higher education outcomes—21st century skills for a global world.
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