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From model answers to multiple perspectives: Adapting study approaches to suit university study

Published on Mar 1, 2013in Active Learning in Higher Education2.29
· DOI :10.1177/1469787412467221
David Kember51
Estimated H-index: 51
(HKU: University of Hong Kong),
Celina Hong7
Estimated H-index: 7
,
Amaly Ho4
Estimated H-index: 4
(HKU: University of Hong Kong)
Abstract
The study looks at issues around the power of the hidden curriculum of assessment and its effects on student behaviour. The assessment regime at school level has an impact on study approaches at university level, and if we are to help students to make the transition from school to university, then it is important that we understand the beliefs and behaviours involved. The study looks at changes in behaviour in the light of beliefs about knowledge and their understanding about knowledge, that is, their epistemological beliefs, which are a pre- or co-requisite to learning in a manner consistent with the requirements of a discipline. Drawing on the literature from the transition from school- to university-level study, focus group interviews were conducted with 110 final-year students at two universities in Hong Kong in order to look at the adaptations made by students used to a particular assessment regime at school level and who, like students in all cultures, need to become more independent in their learni...
  • References (24)
  • Citations (11)
References24
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