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Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education

Citation

Kember, D, Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education, Studies in Higher Education, 26, (2) pp. 205-221. ISSN 0307-5079 (2001) [Refereed Article]

Copyright Statement

Copyright 2001 Society for Research into Higher Education

DOI: doi:10.1080/03075070120052116

Abstract

This study interviewed 53 novice or experienced students enrolled in part-time courses in Hong Kong universities. It was found that the attitudes to and ability to cope with study were influenced by a coherent set of beliefs about knowledge and the process of teaching and learning. This belief set was characterised in two broad orientations as didactic/reproductive or facilitative/ transformative. Novice students holding didactic/reproductive beliefs found it difficult to adjust to higher education if the teaching was not expository, as often happened with distance education tutorials. These students also experienced problems with assignments which went beyond the reproduction of material, since these were incompatible with their epistemological beliefs. The conclusion is that courses should aim to help students make the difficult transition to the belief orientation of the more experienced students as a means of assimilating students into higher education.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
UTAS Author:Kember, D (Professor David Kember)
ID Code:129691
Year Published:2001
Web of Science® Times Cited:97
Deposited By:Education
Deposited On:2018-12-13
Last Modified:2019-01-08
Downloads:0

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