Abstract
Over the past two decades, the landscape of higher education teaching has been changing from the historical paradigm of a teacher-centric to a more student-centric experience. Calkins and Light (2008) reported a number of critical issues and debates that have been the impetus behind the evolving nature of higher education.
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Wright, O., Main, K. (2015). Analysing Peer Pedagogic Practices as a Positive Contribution to Academic Professional Development. In: Klopper, C., Drew, S. (eds) Teaching for Learning and Learning for Teaching. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-289-9_8
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