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1.
The interaction between approaches to teaching and students’ learning has been the focus of research for more than 20 years. Previous studies concerning approaches to teaching in higher education have identified two broad categories: content- and learning-focused approaches. Some studies indicate that teachers do not always adopt a consonant teaching- or learning-focused approach, but might employ elements of both, which results in a dissonant approach. Research on how dissonant approaches to teaching and students’ quality of learning are related is scant. This study explored relationships between how teachers’ approaches to teaching and undergraduate students’ self-reported approaches to learning and learning outcomes. The data for this study consisted of 33 semi-structured interviews with students from three courses. Interviews were analysed with qualitative content analysis. The results demonstrated that, when the teacher used a consonant learning-focused approach to teaching, students’ learning outcomes and approaches to learning were of a slightly higher quality than when the teacher employed a dissonant approach to teaching. However, a dissonant approach to teaching did not always result in a lower quality of approaches to learning and learning outcomes. 相似文献
2.
Both learning style and academic belief systems have been identified as significant factors contributing to academic achievement. This paper evaluates the efficacy of teaching and learning in higher education by investigating the relationship between students assessment of their own academic proficiency (in this case Research Methods Proficiency [RMP]), learning style, academic locus of control, academic self-efficacy and academic achievement. First and second year undergraduate students' RMP was measured before and after completing modules in Research Methods. Students also completed measures of approaches to learning, academic self-efficacy and academic locus of control. Academic achievement (module mark) was also recorded. Results showed that perceived proficiency increased after completing the taught modules and that perceived proficiency was positively correlated with academic performance. Level 1 students, taught under the recently modified programme, reported significantly higher perceived proficiency than Level 2 students taught under the previous programme. Perceived proficiency was positively correlated with a strategic learning approach and negatively correlated with a surface learning approach and external locus of control beliefs. Academic achievement was also positively correlated with a strategic learning approach and negatively correlated with an apathetic learning approach. A deep learning approach failed to be associated with either RMP or academic achievement. It is suggested that: (i) these findings confirm, to some degree, the suggestion that there is an emphasis in later education on performance rather than learning (Lyddy, 1998); and (ii) perceived proficiency is a useful evaluation measure and is likely to contribute to effective and productive teaching and learning within higher education. 相似文献
3.
This paper describes a study designed to test whether situated conceptions of learning can be measured using questionnaires,
and the relations between these aspects of students’ awareness, their awareness of other environmental variables, and their
learning outcomes. A situated conception of learning is one that is evoked and adopted by students in response to their perceptions
of their learning tasks in a particular context. It may reflect the aims they have for their studies, once they have started
that study and experienced that study environment. The results from this small-scale, limited-context study showed that when
students perceived the learning environment as being more supportive of learning, they were more likely to describe a situated
conception of learning that was more closely aligned with those promoted by the University. They also had higher scores on
the deep approach to learning scale, lower scores on the surface approach scale, and expected to leave university with a higher
degree classification. These associations, which suggest that situated conceptions, like prior experience of learning, may
be a crucial indicator of learning approach and outcomes of learning, are sufficiently large to warrant more rigorous investigations. 相似文献
4.
G. V. Madhuri V. S.S.N Kantamreddi L. N.S. Prakash Goteti 《European Journal of Engineering Education》2012,37(2):117-123
Active learning pedagogies play an important role in enhancing higher order cognitive skills among the student community. In this work, a laboratory course for first year engineering chemistry is designed and executed using an inquiry-based learning pedagogical approach. The goal of this module is to promote higher order thinking skills in chemistry. Laboratory exercises are designed based on Bloom's taxonomy and a just-in-time facilitation approach is used. A pre-laboratory discussion outlining the theory of the experiment and its relevance is carried out to enable the students to analyse real-life problems. The performance of the students is assessed based on their ability to perform the experiment, design new experiments and correlate practical utility of the course module with real life. The novelty of the present approach lies in the fact that the learning outcomes of the existing experiments are achieved through establishing a relationship with real-world problems. 相似文献
5.
J. Felix Lozano Alejandra Boni Jordi Peris Andrés Hueso 《Journal of Philosophy of Education》2012,46(1):132-147
With the creation of the European Higher Education Area, universities are undergoing a significant transformation that is leading towards a new teaching and learning paradigm. The competencies approach has a key role in this process. But we believe that the competence approach has a number of limitations and weaknesses that can be overcome and supplanted by the capabilities approach. In this article our objective is twofold: first, make a critical analysis of the concept of competence as it is being used in higher education, identifying its limitations and weaknesses; and second, present the potential of the capabilities approach for higher education and review its complementarity to the competence approach. We begin with a brief characterisation of the capabilities approach and its implications for education. Then we examine some implications of the competencies approach in higher education and the reasons that led us to choose the DeSeCo proposal for comparison with the capability approach. We then go on to compare the two approaches, addressing 1) the aims of education and 2) the concept of competence and capability. Finally, we address the implications of incorporating the capabilities approach in learning and teaching in higher education. 相似文献
6.
《Learning and individual differences》2007,17(1):83-96
Recently, more students have entered Dutch higher education. This is a consequence of the possibility to offer students to enter higher education, with a certificate from senior secondary education (SSVE). In earlier days most students in higher education had passed senior general secondary education (SGSE), or even pre-university education. It is to be expected that these ‘new’ students approach learning in a different way compared to the ‘traditional’ students in higher education. The goal of this study was to examine the possible differences between the two groups of students mentioned, and to gain insights in the role possible differences play in the way the two groups of students approach learning. Students' personality characteristics, regulation strategies, learning conceptions and motivational orientations were studied in relation to study approaches. It was assumed that patterns of relations between the variables mentioned would be different for the two groups of students. More specifically, it was expected to find stronger and more crystallised relations between variables within the group of SSVE students. Indeed, when entering higher education, SSVE students scored higher then SGSE students on the personality variables autonomy and conscientiousness; as to their personal orientations on learning and instruction they were more self-test oriented and they scored higher on concrete processing and construction of knowledge. However, the strength and direction of the relations between the variables are the same for both groups. Our findings increase insights into relations between students' personalities and their approaches to learning when entering higher education; this concerns two groups of students from different educational backgrounds. Practically this implies that intake assessments considering personality and self-knowledge might help teachers, coaches and policy makers in advising students how to approach learning, when entering higher education. 相似文献
7.
It is widely accepted in the higher education literature that a student-centred approach is pedagogically superior to a teacher-centred approach. In this paper, we explore the notion of student-centredness as a threshold concept and the implications this might have for academic staff development. We argue that the term student-centred in the Rogerian sense implies a focus on the person of the student and is deeply resonant with Barnett's assertion that the emergent being of the student is as important as the development of skills and knowledge. To facilitate transformative learning in higher education an academic must know how to value the person of the student in the learning process. Academic staff development initiatives need to work with the person of the academic and take into account the level of personal development required for each academic to be able to facilitate this kind of learning. 相似文献
8.
Although computer-supported collaborative learning has been successfully applied in educational settings to improve group learning performance, most such systems still lack effective strategies for knowledge representation which could help reduce discussion time. In this study, concept mapping, already applied as a tool to help visualize and organize existing or newly learned knowledge, is incorporated to address this problem in a newly developed concept map and computer-supported collaborative learning system (CMCLS). It was designed as a quasi-experiment study and was carried out with 77 university students. The system was first used by the groups of students to illustrate their knowledge and achieve consensus during a learning activity, after which their performance and feelings of satisfaction with this innovative approach were evaluated. Patterns of learning within the proposed framework were explored. The learning behaviors, including the actions and interactions with peers of the participants during the learning activity were recorded. Finally, lag-sequential analysis was used to compare the interactions and the differences in the behavior patterns of the two groups, one using the newly developed CMCLS consensus map-embedded approach and a control group which did not use this approach. The results showed significant improvement in the learning achievement of students using the novel approach, as well as a higher degree of perceived usefulness and satisfaction. The novel consensus map-embedded approach was useful for knowledge construction and for assisting with integration of the team members’ results to produce the final ER diagram. 相似文献
9.
Cate Watson Anna Wilson Valerie Drew Terrie Lynn Thompson 《Assessment & Evaluation in Higher Education》2017,42(7):1030-1045
In this paper, we present an in-depth case study of a single student who failed an online module which formed part of a master’s programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach, we go against the current predilection for Big Data which has given rise to ‘learning analytics’, a data-intensive approach to monitoring learning. In particular, we draw attention to the model of the learner produced by learning analytics and to issues of ‘dataveillance’ in online learning. We also use the case to examine assessment in higher education more broadly, exploring the tensions between the requirements for certification and the need for learning. We conclude that assessment practices in higher education may have more to do with ‘quality assurance’ and regulatory frameworks than with ‘enhancing the student experience’ and inculcating the qualities that mark out higher education as an ethical project. 相似文献
10.
Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning 总被引：2，自引：0，他引：2
A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection between PLE, social media, and self-regulated learning, and (c) provide a three-level pedagogical framework for using social media to create PLEs that support student self-regulated learning. Implications for future research in this area are provided. 相似文献
11.
Hui-Chun Chu Shao-Chen Chang 《Educational technology research and development : ETR & D》2014,62(2):147-161
Although educational computer games have been recognized as being a promising approach, previous studies have indicated that, without supportive models, students might only show temporary interest during the game-based learning process, and their learning performance is often not as good as expected. Therefore, in this paper, a two-tier test approach is proposed for developing educational computer games. To evaluate the performance of the proposed approach, a role-playing game was developed and an experiment was conducted on the “migratory bird identification” unit of an elementary school natural science course. Two classes of fifth graders participated in the experiment. One class was the experimental group who learned with the proposed game-based learning approach. The other class was the control group who learned with the conventional e-learning approach. The experimental results showed that the proposed approach not only significantly promoted the students’ learning motivation, but also improved their learning achievements. Moreover, it was found that the students who learned with the educational computer game showed significantly higher technology acceptance degree than those who learned with the conventional e-learning approach. Accordingly, it is concluded that the proposed digital game-based learning approach is effective. 相似文献
12.
唐婧 《金华职业技术学院学报》2007,7(5):79-82
介绍合作学习的理论.阐述实施合作学习在高职英语分层次教学中的重要性,列举教学过程中运用合作学习的实例,指出合作学习在英语分层次教学中,能提高英语教学效果,培养学生的英语综合能力. 相似文献
13.
Keith Wood 《高等教育研究与发展》2006,25(1):53-66
In this study of learning to research on a higher degree programme in Education, half the sample of 18 students reported that the experience of learning changed them as people. The lived experience of learning of these students was analysed using an approach based on a Variation Theory of learning. The critical aspects of this object of learning and the relevance structure and dimensions of variation related to this change were identified and are illustrated in individual cases of learning. The critical aspects relate to epistemological stance, perception of others’ perspectives, the (relational) nature of learning, interpretation (reflexivity) and perception of professional practice. It is contended that change in relation to these aspects of a person’s world is related to change in one’s own person, and that learning to research on a professional doctorate is congruent with this object of learning. 相似文献
14.
A major dilemma facing higher educational institutions around the world is how to achieve quality outcomes for students in an increasingly internationalised and competitive environment. To effect change in teaching and learning, we advocate a teacher‐as‐learner approach to the implementation of teaching and learning policy. Our approach has been influenced by approaches to change management as well as contemporary educational theories, such as constructive alignment and deep and surface approaches to learning. In this paper we use these approaches to evaluate the success of a policy initiative designed to encourage subject coordinators to use a faculty‐endorsed template to embed graduate attributes into their subject outlines. The difficulties experienced by teachers at the disciplinary level in using the subject outline template illustrate how a seemingly positive and well‐intentioned initiative can have a potentially minimal effect on teaching and learning practice and, as a consequence, student learning. We suggest that the Course Experience Questionnaire provides a useful model for evaluating not only teaching but also the management of teaching. As teachers responsible for the implementation of teaching and learning policies, we hope our views will provide a more integrated approach to teaching and learning changes in the higher educational context. 相似文献
15.
Lin Norton 《Assessment & Evaluation in Higher Education》2004,29(6):687-702
In this paper it is argued that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning. Helping students to concentrate on assessment criteria paradoxically means that they may take a strategic approach and end up focusing on the superficial aspects of their assessment tasks, rather than engaging in meaningful learning activity. One solution might be to re‐conceptualize assessment criteria as ‘learning criteria’ using Biggs' principle of constructive alignment in curriculum development and delivery. To illustrate how this can work in practice, a case study is presented detailing the development of a counselling psychology module over several years to progressively incorporate a text‐based adaptation of the problem‐based learning approach. Student evaluations of the approach are presented together with some examples of feedback given on students' work to demonstrate the effects on students' understanding and functioning knowledge 相似文献
16.
Pei-Ying Chen Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1996-2013
Flipped classrooms have been recognized as a potential approach that enables students to have flexible time to learn before the class as well as more opportunities to apply knowledge and to interact with peers and the teacher in the class. On the other hand, researchers have pointed out the challenge of engaging students in self-regulated learning and active participation in flipped classrooms. In this study, an Instant Response System (IRS)-facilitated collective issue-quest strategy is proposed for engaging students in active and self-regulated flipped learning. Moreover, a quasi-experimental design was conducted with undergraduate students in an internet marketing course in northern Taiwan to investigate the impacts of the proposed approach on the students’ learning achievement, self-regulation, learning satisfaction and collective efficacy. The experimental results revealed that the learning achievement, collective efficacy and satisfaction of the students who learned with the proposed approach were significantly better than those of the students learning with the conventional flipped classroom approach. Moreover, in the “environment,” “task strategies” and “help seeking” dimensions of self-regulation, the former had significantly higher ratings than the latter. This study contributes analysis results that highlight the benefits of implementing the IRS-facilitated collective issue-quest approach in the flipped classroom. The results of this research may provide a valuable reference for future studies and practice in the field. 相似文献
17.
ABSTRACTDance courses aim to not only intensify learners’ dance skills, but also cultivate their personal dancing features, self-confidence, self-reflection ability, creative power, appreciation ability, to name just a few, in order to attain much higher level artistic performance. In the present study, an approach which integrates mobile peer assessment into flipped learning is proposed. Moreover, a 9-week experiment was conducted to explore the effects of the approach on students’ dance skills, self-efficacy, and learning satisfaction. The results indicated that the students learning with the integrated mobile peer assessment and flipped learning approach had better dance skills than those learning with the conventional flipped learning approach and traditional instruction. In terms of self-efficacy, the students learning with the conventional flipped learning approach outperformed those learning with the proposed approach and traditional instruction. In terms of learning satisfaction, the conventional flipped learning approach outperformed the traditional instruction. Discussion and suggestions are provided accordingly. It is suggested that teachers who want to incorporate flipped learning into dance courses may decide whether to combine peer assessment according to the teaching objectives. 相似文献
18.
Lee Beniston Jeff Gold James Roberts Richard Thorpe 《Action Learning: Research and Practice》2014,11(3):311-329
There is increasing evidence that action learning is valuable in a higher education setting. This paper goes on to report a personal development programme, based on principles of critical action learning, where the aim is to equip early-career scientists and engineers working in a university setting with the knowledge, skills and confidence to approach the management of innovation. After learning about action learning and critical reflection, the participants, all postdoctorate researchers, completed innovation projects at work, meeting in action learning sets as they proceed. We explain a method of critical thinking before reporting results from an evaluation study based on interviews and focus groups. We consider examples of projects undertaken before considering challenges for students with this approach to learning. Challenges included scepticism about the usefulness of management literature, difficulties in finding ‘problems’ within the constraints of postdoctoral work, and the discomfort and intensiveness of action learning. However, through adaptation by the tutors with students, some significant results were achieved. 相似文献
19.
A synchronous blend of online learning and “face-to-face” teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were explored for enhancing learning. A qualitative approach was adopted using the case study method to examine the instructor and students’ pedagogic interactions in the social presence of a blended synchronous learning environment. This paper reports an exploration of the blended learning with an online group of students at a remote site attending a computer-aided engineering drawing course synchronously with a face-to-face group taught by an instructor in a laboratory. The process of interaction was visually and verbally mediated by videoconference as if in an online face-to-face learning community. The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged. Emotional adaptation and practice is needed for the students and the instructor in such a complex environment. Based on the interaction patterns, a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design. Implications for further study are also discussed. 相似文献
20.
论高校师资队伍知识管理体系 总被引：2，自引：0，他引：2
针对当前高等教育进入大众化阶段高校师资管理的特点,用知识管理理论和系统分析方法对高校师资队伍管理的本质进行了分析,建立了高校师资队伍的知识管理体系,为发现、管理和开发高校教师资源提供了一条综合途径。 相似文献