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Spoon Feeding Leads to Regurgitation: a better diet can result in more digestible learning outcomes
Citation
McKay, J and Kember, D, Spoon Feeding Leads to Regurgitation: a better diet can result in more digestible learning outcomes, Higher Education Research and Development, 16, (1) pp. 55-67. ISSN 0729-4360 (1997) [Refereed Article]
DOI: doi:10.1080/0729436970160105
Abstract
It is common to hear teachers claim that their students expect to be spoon fed
and are only capable of regurgitating information they have been fed. Their curricula reflect
this belief and the outcome is a self-fulfilling prophecy葉he students dutifully regurgitate to
the best of their ability to fulfill assessment requirements. We present a case study of a course
based upon this belief, but provide evidence to show that the assumption was not true at all.
When an alternative curriculum stressing independent learning and student-centred approaches was developed, the students were not only capable of more meaningful learning
approaches, they actually preferred them容ven if they did at times work harder. We discuss
the aspects of course design which contributed to encouraging students to use a deep
approach to learning.
Item Details
Item Type: | Refereed Article |
---|---|
Research Division: | Education |
Research Group: | Specialist studies in education |
Research Field: | Learning sciences |
Objective Division: | Education and Training |
Objective Group: | Learner and learning |
Objective Field: | Learner and learning not elsewhere classified |
UTAS Author: | Kember, D (Professor David Kember) |
ID Code: | 130154 |
Year Published: | 1997 |
Deposited By: | Education |
Deposited On: | 2019-01-14 |
Last Modified: | 2019-01-14 |
Downloads: | 0 |
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