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1.
Relations between teachers' approaches to teaching and students' approaches to learning 总被引：16，自引：0，他引：16
This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning. More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject. Conversely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions. The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire. These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities. The results complete a chain of relations from teacher thinking to the outcomes of student learning. Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching. Numerous studies have shown correlations between students' deeper approaches to learning and higher quality learning outcomes. The results reported here link these two sets of studies. They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmission teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching. 相似文献
2.
Robin Goodfellow 《Assessment & Evaluation in Higher Education》2005,30(3):261-271
This article explores some specific issues involved in online learning and assessment. It draws on data from a postgraduate course for professional educators, delivered globally online, and highlights the relationship between students’ online discussion and their written assessed work, arguing that we need to focus on both of these in terms of the writing demands they make on students. In so doing it utilizes a theoretical framework which conceptualizes writing as contextualized social practice. The paper illustrates the complexity of the rhetorical demands being made on students in these new environments of teaching and learning and, in focusing on writing, complements present approaches to online learning which have, to date, tended towards collaborative and constructivist perspectives. The article highlights the relationship between pedagogy, technology and assessment. It concludes with a discussion of the design of an online writing resource to support student writers on this particular masters programme. 相似文献
3.
Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based doctoral writing groups. ‘Legitimate peripheral participation’ was used as a conceptual lens to interpret the data collected during the establishment and evaluation of the programme. All student participants in the preparatory training course, which was developed in consultation with postgraduate students and research supervisors, went on to become doctoral writing peer facilitators of peer writing groups. Insights from seven of these showed how a well-structured and supportive programme harnessed the benefits of peer learning by bringing personal rewards to participants and building institutional capacity around doctoral research writing literacies. 相似文献
4.
Velda McCune 《Higher Education》2004,47(3):257-282
Findings are presented from a small-scalelongitudinal study of first-year psychologystudents' learning. Three developmentalhierarchies were derived in the analysis of theinterview data, which described differentaspects of the variation in students' accountsof their conceptions of essay writing. Althoughthe findings did suggest that the students madesome development in their conceptions, itseemed that by the end of the study many ofthem were still unable to describe what wasexpected for their essays in a way which fullymapped onto their tutors' accounts. Theeffects of advice given to students about theiressay writing were also investigated. Studentswere given help that seemed relevant todeveloping their conceptions, but there waslittle evidence in the interviews that thismade an impact on their learning and studentsoften described minimal engagement with adviceand feedback. Two case studies are presented togive a more holistic perspective on thestudents' accounts of their essay writing.These cases suggest the limitations of simplecategorisations, as they emphasise the complexand idiosyncratic nature of students'development. 相似文献
5.
This paper discusses writing as a social practice and speculates on how wikis might be used to promote higher quality academic writing and support collaborative learning. This study of undergraduate teacher trainees’ online learning activities focuses on how shared spaces – wikis – might be used to communicate ideas and generate course‐specific content. The study also explored how students, through such activities, were able to improve their academic writing skills and engage more critically in learning. Data captured from student discussion boards and a post‐module email questionnaire (n = 35) were used to map student perceptions of the usefulness of wikis in support of their academic studies. The data indicate that most students raised their skill level in writing directly to the publicly viewable wiki space, in sharp contrast to the more informal content they posted on the discussion boards. The scope of collaborative writing was limited due to students’ reluctance to edit each others’ work, but students appreciated the shared environment as a means of discussing their work and the content of the course. Students reported that their academic writing skills had improved through their formal participation in the wiki. 相似文献
6.
Jamison V. Kovach Michelle Miley Miguel A. Ramos 《Decision Sciences Journal of Innovative Education》2012,10(3):363-387
Communication skills are a significant contributor to an individual's success in the workplace. Unfortunately, students often have trouble expressing their ideas in written form and the poor quality of students’ written work often impedes the learning process. This pilot study investigates the use of online writing studios within a quality improvement methods course and the impact of this intervention on students’ writing competency and perceptions about the writing process. The impact of this approach on student performance is evaluated within and across semesters using comparative statistical analyses. Results show that students who participated in online writing studios performed better (i.e., at least one rubric level higher) on their final written assignments for the course compared to students who did not, and that this approach is associated with improved students’ perceptions about the writing process. This research suggests that the use of online writing studios within a content‐specific course can incrementally improve students’ writing competency over the course of one semester, and can positively affect the learning of written communication skills and change students’ perceptions about various aspects of the writing process. 相似文献
7.
Karen Goodnough 《Research in Science Education》2010,40(2):239-265
In this study, the author implemented a problem-based learning (PBL) experience that allowed students in an advanced science
methodology course to explore differentiated instruction. Through working systematically in small, collaborative groups, students
explored the nature of differentiated instruction. The objective of the study was to examine pre-service teachers’ developing
conceptions of differentiated instruction (DI) as a way to teach for diversity. The author adopted action research as a strategy
to explore students’ perceptions of DI in the context of science teaching and learning. Several data collection methods and
sources were adopted in the study, including student-generated products, student interviews, classroom observation, and journal
writing. Outcomes report on students’ perceptions of both the potential and challenges associated with adopting a DI approach
to science teaching and learning. 相似文献
8.
This explanatory sequential mixed methods study investigated the writing feedback perceptions of middle and high school students (N = 598). The predictive and mediational roles of writing self-efficacy and perceptions of writing feedback on student writing self-regulation aptitude were examined using mediation regression analysis. To augment the quantitative findings, the explanations students provided for either liking or disliking writing feedback were explored using open-ended questions. Quantitative findings revealed that students’ perceptions of the feedback they receive about their writing partially mediated the relationship between writing self-efficacy and writing self-regulation aptitude. Qualitative data suggested ways in which students perceive writing feedback—both positive and negative. Collectively, the quantitative and qualitative data illustrate the influential role writing feedback perceptions plays in middle and high school student writing motivation and self-regulation beliefs. 相似文献
9.
Research on student learning in higher education has highlighted the central role that students' conceptions of learning play in influencing their approaches to learning. This article reports on a study of conceptions of learning among engineering students on a one-year foundation course. Students were interviewed about their conceptions of learning at three intervals during their academic year. The data was analysed using a phenomenographic perspective and from the data five qualitatively different conceptions of learning were identified. The resulting characterisation of these conceptions of learning is presented using excerpts from the interviews and some implications for student learning are discussed. 相似文献
10.
Kearney Matthew Treagust David F. Yeo Shelley Zadnik Marjan G. 《Research in Science Education》2001,31(4):589-615
This paper discusses student and teacher perceptions of a new development in the use of the predict–observe–explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming or dangerous scenarios as stimuli for these tasks. The program was created by the first author to be used by pairs of secondary physics students to elicit their conceptions of force and motion and encourage discussion about these views. In this computer learning environment, students were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. Other data sources for this study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper will report on some findings from the study, focussing on student and teacher perceptions of the computer-mediated POE tasks. The findings have implications for the effective use of multimedia to enhance meaningful learning in science classrooms. 相似文献
11.
Berry RA 《Journal of learning disabilities》2006,39(1):11-24
Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teachers shared similar views on inclusion and were convinced of the uniqueness of their respective instructional approaches, they nuanced their writing instruction to conform to their implicit theories about teaching, learning, and disability. One set of teachers believed that the writing "breakdowns" of students with disabilities required a structural approach-sequenced, individualized, phonics-based instruction targeting individual performance levels. Another set of teachers advocated a relational approach, wherein students with disabilities are "protected" and "empowered" in learning communities characterized by shared activities, student choice, and interpersonal communication. 相似文献
12.
《Assessing Writing》2006,11(1):66-73
In this article, the authors argue that evaluation courses grounded in assessment theory and situated within a cultural context of actual workplace practices enhances student learning. Giving students the tools that assessors, both formal and informal, use helps them learn to anticipate and generate those tools for writing situations they will encounter in the future. The authors detail the development, structure, activities, and outcomes of an evaluating writing course at the undergraduate level to illustrate their assertion. Theories and concepts that guide and support the course's ongoing development are also presented. Benefits of the course, demonstrated through various sources including surveys, course evaluations, and student achievement on assignments, are identified. Achieved outcomes support the claim that a course with an explicit focus on evaluating writing, one featuring a critical understanding of criteria for writing in diverse contexts, fosters students’ own development as writers. 相似文献
13.
Robert A. Ellis 《International Journal of Science Education》2013,35(15):1835-1853
This study investigates the approaches adopted by students to a university writing programme designed to help them learn first‐year undergraduate science. The research design includes phenomenographic analyses of 19 interviews and 50 open‐ended questionnaires, as well as quantitative analyses of the qualitative data. The main results of the study are the close association between the quality of the students’ approaches to writing, including when they use technology, to the way they think about writing as a way of learning, and to the level of achievement they reach. The results suggest that writing programmes designed to help students learn science would be improved if their tasks embed issues such as what learning is possible through writing, how new technologies can be used to support meaningful writing and who should be offering models of how to approach university writing most meaningfully. 相似文献
14.
Keith Cardwell 《Studies in Continuing Education》2013,35(1):81-83
Students in part‐time courses were interviewed about their perceptions of good teaching and tutoring. The perceptions differed markedly between those with reproductive conceptions of learning and students holding self‐determining ones. The former preferred didactic teaching but disliked interaction, whereas the latter had almost diametrically opposite perspectives by finding student‐centred approaches consistent with their conceptions of learning. The findings have implications for the evaluation of teaching, as ratings are likely to be influenced by the predominant conceptions of learning of a class. It is common for individual instructors to be regularly evaluated by teacher evaluation questionnaires, which often have a teacher‐centred bias, and for the ratings to be used for appraisal. It is argued that this leads to conservatism as teachers fear that students with reproductive conceptions of learning will reduce their ratings if they innovate in their teaching. As the degree of bias from this ratings‐lowering phenomenon may be quite large, the findings are a caution against the common practice of using absolute rating values from both teacher evaluation questionnaires and programme‐level evaluation by instruments such as the Course Experience Questionnaire. Results need to be interpreted together with other evidence and take into account contextual factors including students' conceptions of learning. 相似文献
15.
《The Internet and Higher Education》2007,10(1):53-64
This project draws on a large body of seminal research showing that the approaches students take to learning, and the subsequent quality of their learning, is closely related to their perceptions of their learning experience. Recent research has demonstrated these findings also hold for non-standard modes of delivery such as distance education using on-line strategies. However, there is currently little research about how predominately campus-based students' experiences of the on-line part of their course are associated with their experience of the course as a whole. The present study extends previous research into the domain of blended learning, by exploring the relations between student perceptions of the e-Learning environment, approaches to study, and student grades. 相似文献
16.
Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning 总被引：1，自引：0，他引：1
Recent research shows that, as students interpret the demands of the assessment tasks, they vary their approaches to learning in order to cope with the assessment tasks. Three research questions are central in the present paper: (1) Do students who participate in a constructivist learning environment change their perception of assessment demands towards more deep level demands? (2) Do students in a constructivist learning environment change their approaches to learning towards a more deep approach to learning? (3) Is there a relation between change in approaches to learning and change in the perceptions of the assessment demands? Students following the course ‘Education and psychology’ of the teacher training program at the University of Antwerp completed questionnaires during the first, the second and the final lesson of the course. One questionnaire measured their approaches to learning and the other their general perceptions of the assessment demands. The course ‘Education and psychology’ can be labelled as a ‘constructivist learning environment’ with congruent assessment methods. Results of the paired sampled t-tests indicated that students indeed do change their perceptions of assessment demands towards more deep level demands. However, the results also indicated that students did not change their approach to learning towards a more deep approach. On the contrary, students seem to develop more surface approaches to learning during the course. Correlation analyses indicated that only changes of perceptions of assessment demands towards less surface levels are significantly related to changes in approaches to learning, towards a more surface approach. Results of the stepwise multiple regression analyses indicated that students’ approach to learning at the beginning of the course seems to have a higher impact on the extent to which they change their approach to learning than how students perceive the demands of the assessment within the course. These results point us to the complexity of the relationship between the learning environment, the students’ perceptions of assessment demands, and students’ approaches to learning. 相似文献
17.
Paul Gardner 《English in Education》2014,48(2):128-148
This article investigates the extent to which Year One B.Ed student teachers arrived at university already possessing self‐confidence as writers. Both quantitative and qualitative methods of data collection were used to identify students' self perceptions and confidence as writers and their understanding of processes of written composition. The article argues that to consciously engage student teachers in the writing process and to require them to reflect on that process can lead to their self efficacy as writers. Evidence from this study suggests one's self‐confidence, as a writer, is enhanced by explicitly engaging in self reflection of one's own approaches to writing. The findings have implications for course design of literacy components in teacher education internationally. 相似文献
18.
Wendy Green 《高等教育研究与发展》2007,26(3):329-344
This paper investigates the approaches taken to essay writing by five Asian international students at an Australian university. Analysis of their in‐depth interviews reveals links between their perceptions of learning, their perceptions of essay writing, their motivation for completing the task, and their awareness of the structural conventions of the essay as a genre. These links are apparent, irrespective of whether the students were taking a deep or a surface approach to the task. In addition, analysis of the interviews shows that the students who were taking a deep approach to writing had developed high levels of cross‐cultural awareness, specifically in relation to the learning cultures, and the discursive structures of academic writing in Australia and their home country. Implications for the practice of teaching academic writing within the context of increasing cultural diversity in higher education are discussed. 相似文献
19.
Examining the effect of multiple writing tasks on Year 10 biology students’ understandings of cell and molecular biology concepts 总被引：1，自引：0，他引：1
This paper reports on a study that examined the cumulative effects on students’ learning of science, and perceptions of the
role of writing in learning, when the students engaged in multiple writing tasks with planning strategy support. The study
was conducted with Year 10 biology students who completed two consecutive units on Cells and Molecular Biology. A mixed method
study was implemented using a pre-/post-test design with a focus on student performance on higher order conceptual questions,
and semi-structured interviews with treatment students after the completion of each unit of study. Results from the quantitative
component indicated that multiple, non-conventional writing had a significant benefit in helping students learn Molecular
Biology. The results for the Cell unit were not so conclusive suggesting the strategies are most useful for novel content.
The interviews with students demonstrated that they understood and engaged successfully with both the conceptual and linguistic
demands of the tasks. These findings, taken as a whole, confirm that multiple writing tasks can support effective student
learning, provided various pedagogical conditions are met. 相似文献