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  • 1
    Electronic Resource
    Electronic Resource
    Making departmental changes through action research, based on adult learning principles (1994)
    Springer
    Higher education 28 (1994), S. 265-282 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Action research was used as a means of introducing adult learning principles into the teaching of an optometry department. The department took as an overall development theme the move from teacher-directed to leamer-directed activities. Pilot studies were used as a mechanism for trialling particular innovations. Lessons learnt from the pilot studies are shared with the remainder of the department for incorporation into other subjects, thus evolving a mechanism for departmental change. The paper shows how change occurred by reporting briefly two pilot studies as examples. The first used group project teams to prepare class presentations for specified topics. Some novel presentation methods were used by the student teams. Peer assessment was introduced into this subject in the second cycle of the pilot study as a result of feedback from the first cycle. The second pilot study introduced active learning methods in place of lectures.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01383732
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  • 2
    Electronic Resource
    Electronic Resource
    The use of a model to derive interventions which might reduce drop-out from distance education courses (1990)
    Springer
    Higher education 20 (1990), S. 11-24 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The starting point for this paper is a model of student progress and drop-out from distance education courses. The model includes components of background characteristics, motivation, academic environment, and the family, work and social environment. The model allows for the interaction of variables and the influence of one component of the model on another. The author then derives from the model a series of recommendations as to the ways in which distance education courses might be formatted so as to reduce student drop-out. Ways of enhancing intrinsic motivation are discussed. A case is put for focussing learning skills initiatives towards reorientating student conceptions of knowledge. Strategies for improving collective affiliation are described, and the employment of local support staff is advocated.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00162202
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  • 3
    Electronic Resource
    Electronic Resource
    Does higher education promote independent learning? (1990)
    Springer
    Higher education 19 (1990), S. 307-322 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract There is general consensus in the literature that the goal of education is to increase the students' capacity to learn, to provide them with analytic skills and to increase their ability to deal with new information and draw independent conclusions. The purpose of this paper is to discuss the extent to which higher education does promote these abilities which can be summarised as independent learning. Quantitative data from the Study Process Questionnaire (SPQ) and qualitative data (semi-structured student interviews) from a tertiary institution in Hong Kong are compared with similar findings from institutions in other parts of the world. The relationship between demographic variables and the SPQ sub-scales appears to follow a pattern consistent with results from elsewhere. As students become older they are less likely to adopt a surface approach and more likely to adopt a deep one. However, there is a decrease in the use of a deep approach from first to third year of a course, suggesting that education at this tertiary institution does not promote independent learning. Possible explanations are derived from the literature and the student interviews. Implications for the structure of tertiary education in Hong Kong are discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00133895
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  • 4
    Electronic Resource
    Electronic Resource
    In response to James J. Sharp (1990)
    Springer
    Higher education 20 (1990), S. 337-338 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00136235
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  • 5
    Electronic Resource
    Electronic Resource
    Implications for evaluation from a study of students' perceptions of good and poor teaching (2000)
    Springer
    Higher education 40 (2000), S. 69-97 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Many standard teaching evaluation questionnaires havebeen criticised as being based upon didactic models ofteaching, and there are also concerns about extraneousfactors biasing responses. These issues are examinedin the light of a study of students' perceptions ofgood and poor teaching from interviews with 55 HongKong undergraduate university students. The interviewtranscripts suggested that perceptions of teachingquality form as an interplay between the student'sconceptions of learning and the beliefs about teachingof the lecturer. The students' beliefs about learningcan be placed on a continuum between passive andactive learning. Their perception of the instructors'beliefs about teaching range between transmissive andnon-traditional teaching. The quality of teaching isthen conceived in four categories which are thequadrants formed by the intersections of therepresentations of beliefs about learning andperceptions of teaching. The quadrants are examined inturn to reveal how students with active and passivebeliefs about learning conceive quality intransmissive and non-traditional teaching. The resultssuggest that responses to questionnaires would bebiased by the students' conceptions of learning. Theyalso confirm the significance of implicit models ofteaching in questionnaire design.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1004068500314
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  • 6
    Electronic Resource
    Electronic Resource
    Learning approaches, study time and academic performance (1995)
    Springer
    Higher education 29 (1995), S. 329-343 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study investigated the relationship between learning approach, time spent studying and grades awarded. A class of mechanical engineering students (N=34; male) were asked to keep an hour-by-hour study diary for one week. The Biggs' Study Process Questionnaire (SPQ) provided measures of these students' approach to study tasks. Use of a surface approach to learning was found to be positively correlated with both high attendance in class and greater hours of independent study time. The former is explained by the surface learner's need for the lecturer to define the course; the latter by the inefficiency of a surface approach. Poor grades in spite of long study hours mirror an inefficient surface approach. This finding suggests the need for individual study counselling. Case studies show that the use of a deep approach does not result in good grades unless accompanied by sufficient work. The diary method in conjunction with the SPQ appears to be a promising method for researching workload, study times and other related variables.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01384497
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  • 7
    Electronic Resource
    Electronic Resource
    The intention to both memorise and understand: Another approach to learning? (1996)
    Springer
    Higher education 31 (1996), S. 341-354 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In distinguishing deep and surface approaches, an important determinant is the intentions to understand and memorise respectively. A student adopting a surface approach does not seek understanding and, therefore, relies upon memorisation. Understanding and memorising are, then, seen as almost mutually exclusive as far as intent is concerned, although those seeking understanding may make some strategic use of memorisation for particular tasks. This paper reviews emerging evidence of an approach which combines memorising and understanding. The research has been conducted in the Asian region, and so provides part of the explanation for the “paradox” of the Asian student. There has been widespread anecdotal evidence of “rote-learning” and yet Asian students are often high achievers. Several plausible explanations for the occurrence of the approach are advanced. These include limited ability in the language of study leading to a narrow systematic pattern of study, cultural traditions respecting order and diligent study, and the need for children to learn the language characters.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00128436
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  • 8
    Electronic Resource
    Electronic Resource
    Action research as a form of staff development in higher education (1992)
    Springer
    Higher education 23 (1992), S. 297-310 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Action research involves practioners in attempting to improve their own teaching through cycles of planning, acting, observing and reflecting. Educational practices are regarded as social practices to be changed through collaborative action. Action research has become quite well accepted in schools and teacher education but has not been widely promoted in higher education. This article discusses reasons why it could be effective as a method of staff development for improving teaching and learning at the tertiary level. A brief description is given of a number of action research projects which were supported by the authors, acting as critical friends. Critical reflections on these activities lead to discussion of: the difficulties of promoting projects without imposing directions; the need for group activity; the extent to which participants can influence others; and the viability of supporting action research projects for staff of educational development units.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00145018
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  • 9
    Electronic Resource
    Electronic Resource
    Misconceptions about the learning approaches, motivation and study practices of Asian students (2000)
    Springer
    Higher education 40 (2000), S. 99-121 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract There is a common perception that Asian students relyupon rote learning and prefer passive forms oflearning, though, this appears to be incompatible withevidence of their high levels of achievement. Thisapparent dichotomy is explained by showing thatmemorisation can occur in conjunction with theintention to understand. It could also result fromstudents learning material by heart because theyperceive that is what the course and assessmentrequire. Evidence from over 90 action researchprojects is used to disprove the common assertionsthat Asian students prefer passive learning and resistteaching innovations. It is argued that motivationdisplayed by Asian students is not well described byconventional definitions in psychology textbooks.Courses which provide good career preparation are asource of motivation but it is not an extrinsic formof motivation which depresses intrinsic motivation.There are high levels of achieving motive, but itfrequently has a collective nature rather than beingindividual and competitive.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1004036826490
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