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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)
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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 (14)
  • Citations (10)
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References14
Newest
Published on Jul 1, 2010in Active Learning in Higher Education2.29
Don Vinson5
Estimated H-index: 5
(LJMU: Liverpool John Moores University),
Sarah Nixon3
Estimated H-index: 3
(LJMU: Liverpool John Moores University)
+ 3 AuthorsElena Zaitseva5
Estimated H-index: 5
(LJMU: Liverpool John Moores University)
Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students’ engagement with educationally effective practices through examining student relations with others, learning and the discipline. For the study 104 undergr...
Published on Feb 25, 2010
David Kember51
Estimated H-index: 51
(HKU: University of Hong Kong),
David Watkins36
Estimated H-index: 36
(HKU: University of Hong Kong)
Published on Nov 1, 2009in Higher Education3.00
Joanne M. Brownlee20
Estimated H-index: 20
(QUT: Queensland University of Technology),
Sue Walker21
Estimated H-index: 21
(QUT: Queensland University of Technology)
+ 2 AuthorsSharyn M. Pearce4
Estimated H-index: 4
(QUT: Queensland University of Technology)
Personal epistemological beliefs, or beliefs about knowing, provide a way in which to understand learning in a range of educational contexts because they are considered to act as filters for all other knowledge and beliefs. In particular, they provide a useful framework for investigating learning and teaching for first year students in tertiary education, who are typically considered to hold less sophisticated epistemological beliefs. Using semi-structured interviews, this study investigated the...
Published on Mar 1, 2006in Higher Education3.00
Calvin Douglas Smith13
Estimated H-index: 13
(UQ: University of Queensland),
Debra Mary Bath10
Estimated H-index: 10
(UQ: University of Queensland)
In this paper we describe a study of learning outcomes at a research-intensive Australian university. Three graduate outcome variables (discipline knowledge and skills, communication and problem solving, and ethical and social sensitivity) are analysed separately using OLS regression and comparisons are made of the patterns of unique contributions from four independent variables (the CEQ Good Teaching and Learning Communities Scales, and two new, independent, scales for measuring Teaching and Pr...
Published on Jan 1, 2005in Curriculum and teaching
Louisa Yan5
Estimated H-index: 5
,
David Kember51
Estimated H-index: 51
This article presents four case studies which show that the out-of-class learning approaches of student groups are influenced by the students’ perception of the context and the content of their learning. Group learning approaches are characterised on a spectrum between engager behaviour, in which the group members collaborate to enhance each others understanding of content, to avoider behaviour, where the joint activity aims to minimise the amount of work each individual has to do. The four case...
Published on Feb 1, 2004in Learning and Instruction3.92
Louisa Yan5
Estimated H-index: 5
(Hong Kong Baptist University),
David Kember51
Estimated H-index: 51
(CUHK: The Chinese University of Hong Kong)
This article reports the group equivalents to deep and surface learning approaches by individuals. The learning behaviour of out-of-class student groups was examined through 57 individual and 15 focus group interviews with university students in Hong Kong. A number of types of learning activities were identified and most had variants with differing levels of involvement. The variations could be explained as resulting from two distinct approaches to group learning. Groups which adopted an engager...
Published on Oct 1, 2003in Learning Environments Research
Louisa Yan5
Estimated H-index: 5
(Hong Kong Baptist University),
David Kember51
Estimated H-index: 51
(CUHK: The Chinese University of Hong Kong)
Case studies are presented of the out-of-class behaviour of two contrasting class groups of university students from departments with very different learning environments. One group displayed avoider behaviour, by working together to minimise the amount of work each individual had to do. The other class consisted of more coherent groups of students who socialised together and worked to reach a better understanding of conceptual material; we labelled this engager behaviour. The cases show that bo...
Published on Dec 1, 2001in Higher Education Policy1.33
Natalia Li4
Estimated H-index: 4
(CUHK: The Chinese University of Hong Kong),
Doris Y. P. Leung26
Estimated H-index: 26
(PolyU: Hong Kong Polytechnic University),
David Kember51
Estimated H-index: 51
(PolyU: Hong Kong Polytechnic University)
This analysis, based on open interviews, focuses on the language of instruction, with full time students in Hong Kong universities. A mis-match was apparent between espoused theory or policy and theory in use, or practice, with respect to English as the medium of instruction, English as a second language and improvement of English standard at university. Student comments suggested that the discrepancies between policy and practice led to declining standards due to the lack of opportunities for p...
Published on Jul 1, 2001in Higher Education Research & Development1.82
Kerri-Lee Krause15
Estimated H-index: 15
The purpose of this paper is to explore ways in which students' experiences during the writing process can contribute to their academic integration. Students ( n = 46) were surveyed on their experiences before, during and after completion of their first major writing assignment. They were also interviewed in focus groups. Data indicate that students perceived several factors that may potentially inhibit their academic integration—some within the broader university context and others pertaining t...
Cited By10
Newest
Wincy W. S. Lee3
Estimated H-index: 3
(HKU: University of Hong Kong)
ABSTRACTThe concept of the associate degree is new to the Hong Kong tertiary education system. Public discussion and research have focused much on the policy and operational aspects of this tier, b...
Published on Nov 17, 2017in Active Learning in Higher Education2.29
David Hodgson4
Estimated H-index: 4
The examination of a PhD thesis marks an important stage in the PhD student journey. Here, the student’s research, thinking and writing are assessed by experts in their field. Yet, in the early stages of candidature, students often do not know what is expected of their thesis, nor what examiners will scrutinise and comment on. However, what examiners look for, expect and comment on has been the subject of recent research. This article synthesises the literature on examiner expectations into a fr...
Published on Mar 1, 2017in Active Learning in Higher Education2.29
Lena Päuler-Kuppinger1
Estimated H-index: 1
,
Regina Jucks13
Estimated H-index: 13
This study examines how academics and students from different disciplines perceive teaching and knowledge acquisition. University academics and students from both hard and soft disciplines completed the Domain-specific Epistemological Beliefs Questionnaire and the Approaches to Teaching Inventory. Results showed that academics held more student-/learning-centred and less teacher-/content-centred conceptions about teaching than students. Furthermore, prior findings on different beliefs about know...
Published on Jan 2, 2017in Studies in Higher Education2.85
Yangson Kim5
Estimated H-index: 5
(IST: Instituto Superior Técnico),
Hugo Horta16
Estimated H-index: 16
(HKU: University of Hong Kong),
Jisun Jung8
Estimated H-index: 8
(HKU: University of Hong Kong)
This article analyzes higher education research published in international higher education journals by researchers from China, Hong Kong, Japan, and Malaysia from 1980 to 2013. It does so based on publication counts, and co-authorship and cross-citation mapping, examining these countries’ publication patterns in terms of thematic approach and community cohesion. The results show that each country has experienced distinct evolutions of higher education research, both in terms of the number of pu...
Published on Jan 1, 2017
Kay Sambell (Edinburgh Napier University), Sally Brown15
Estimated H-index: 15
(LBU: Leeds Beckett University),
Linda Graham1
Estimated H-index: 1
(Northumbria University)
This chapter offers practical examples of active, student-centred approaches to large-group teaching, small-group teaching and designing for learning in diverse contexts.
Published on Nov 1, 2016in Active Learning in Higher Education2.29
Yiu-Kong Chan1
Estimated H-index: 1
(HKU: University of Hong Kong)
Learning effectiveness requires an understanding of the relationship among extracurricular activities, learning approach and academic performance and, it is argued, this helps educators develop techniques designed to enrich learning effectiveness. Biggs’ Presage–Process–Product model on student learning has identified the relationship among individual difference, learning approaches and academic achievement in higher education. Studies have typically revealed that the deep approach is positively...
Published on Sep 29, 2016in Journal of Further and Higher Education
Stephen Evans20
Estimated H-index: 20
(PolyU: Hong Kong Polytechnic University)
AbstractThe academic year 2012/13 marked a major milestone in the history of Hong Kong higher education as it witnessed the admission of two markedly different cohorts of Cantonese-speaking freshmen to the city’s English-medium universities: those embarking for the last time upon the traditional 3-year programme modelled on the British system of initial disciplinary specialisation and those commencing the new 4-year programme featuring an American-influenced first year of general education. This...
Zeina Daouk1
Estimated H-index: 1
(Lebanese American University),
Rima Bahous10
Estimated H-index: 10
(Lebanese American University),
Nahla Nola Bacha10
Estimated H-index: 10
(Lebanese American University)
Purpose – The purpose of this paper is to determine students’ and instructors’ perceptions regarding the effectiveness of implementing active learning strategies in higher education courses conducted at a tertiary institution in Lebanon. Design/methodology/approach – Pre-service education students completed a questionnaire, professors were interviewed, and class sessions were observed. Findings – Main findings indicate that the majority of the learners as well as the instructors favoured active ...
Nicole Racette3
Estimated H-index: 3
(Télé-université),
Bruno Poellhuber42
Estimated H-index: 42
(UdeM: Université de Montréal),
Marie-Pierre Bourdages-Sylvain1
Estimated H-index: 1
(Télé-université)
En FAD, parce qu’ils travaillent physiquement a distance des equipes de conception, pour faire un travail de qualite, les tuteurs ont besoin d’une bonne communication avec ces equipes. Dans cette recherche qualitative, nous avons realise 44 entrevues individuelles et 8 entrevues de groupe dans 4 etablissements d’enseignement : 3 canadiens et 1 europeen, pour repondre aux questions suivantes : quelle est la qualite des communications entre tuteurs et equipes de conception en FAD? Quelles influenc...