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Qualitative variation in approaches to university teaching and learning in large first-year classes

Citation

Prosser, M and Trigwell, K, Qualitative variation in approaches to university teaching and learning in large first-year classes, Higher Education, 67, (6) pp. 783-795. ISSN 0018-1560 (2014) [Refereed Article]

Copyright Statement

Copyright 2013 Springer Science+Business Media Dordrecht

DOI: doi:10.1007/s10734-013-9690-0

Abstract

Research on teaching from a student learning perspective has identified two qualitatively different approaches to university teaching. They are an information transmission and teacher-focused approach, and a conceptual change and student-focused approach. The fundamental difference being in the former the intention is to transfer information to students, while in the latter the intention is to change and develop student understanding. Much of our research has been conducted in first-year classes of 100 or more students. The paper begins by outlining a model of teaching and learning based upon this research. It then reviews the quantitative research showing the relationship between teachers' approaches to teaching in large classes and their students' approaches to learning. Further analyses of previously collected data are used to identify the size of the relationship between teachers' approaches and their students' approaches. The paper concludes by discussing how a more conceptual change and student-focused approach can be manifested in large classes. © 2013 Springer Science+Business Media Dordrecht.

Item Details

Item Type:Refereed Article
Keywords:Approaches to learning; Approaches to teaching; Perceptions of teaching and learning context; Teaching-learning relations
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teaching and Instruction not elsewhere classified
Author:Prosser, M (Professor Michael Prosser)
ID Code:100311
Year Published:2014
Web of Science® Times Cited:11
Deposited By:Research Division
Deposited On:2015-05-11
Last Modified:2015-08-27
Downloads:0

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