Meaning, identity and ‘motivation’: expanding what matters in understanding learning in higher education?
Abstract
It might be expected that the challenges and pressures currently affecting British higher education would be stimulating an atmosphere of analysis and debate in relation to the ‘official discourse’ of mainstream pedagogical theory in higher education. It seems, however, that the literature offers new university teachers a fairly narrow range of conceptual models, a large number of which are centred upon the ‘approaches to learning’/‘conceptions...
Paper Details
Title
Meaning, identity and ‘motivation’: expanding what matters in understanding learning in higher education?
Published Date
Jun 1, 2004
Journal
Volume
29
Issue
3
Pages
335 - 352
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