Tait, Kathleen (2009) Understanding tertiary student learning: are they independent thinkers or simply consumers and reactors? International Journal of Teaching and Learning in Higher Education, 21 (1). pp. 97-107.
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Abstract
The central place of the learning environment and the personal characteristics of the learner in influencing whether students adopt deep or surface approaches to learning is well evidenced in the literature (for example, Marton & Saljo, 1976; Biggs, 1987; Entwhistle, 2001; Ramsden, 2003). For this reason, tertiary educators are constantly seeking opportunities to provide best practice in their university classrooms. Yet simply motivating students to participate in class does not necessarily alter overall learning styles (Herington & Weaven, 2008). Although the term 'learning style' is somewhat problematic (Richardson, 2000), previous research has shown that students' tendency towards a particular learning strategy affects their learning-related performance (Heikkila & Lonka, 2006). This suggests that the process of 'unlearning' previous learning styles may pose a significant
problem for academics if they hope to change their students' learning processes from surface to deep learning. As a profession, teaching at the tertiary level obviously draws upon a formal knowledge base. An important step in the translation of the formal knowledge base to enlightened practice is to draw upon tertiary students' experiential and informal knowledge. What learning-related concepts, and misconceptions do they hold? What is going on in the students' minds? Specifically, this paper will provide information on how three pre-service students currently enrolled in a Bachelor of Arts (Primary) course at the Sultan Hassanal Bolkiah Institute of Education (SHBIE), Univeristi of Brunei Daurssalam, approach study and how this approach can affect their concepts of learning.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | This publication is open access under Creative Commons Attribution-NoDerivs 3.0 Unported License. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Education (Up to 30 Jun 2013) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Education (Up to 30 Jun 2013) |
| Date Deposited: | 08 Aug 2014 01:59 |
| Last Modified: | 29 Aug 2014 05:20 |
| Uncontrolled Keywords: | student attitudes; learning and teaching styles |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 13 Education > 1301 Education Systems > 130103 Higher Education 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology 39 EDUCATION > 3903 Education systems > 390303 Higher education 39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes |
| URI: | http://eprints.usq.edu.au/id/eprint/25738 |
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