Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education

Research into learning and teaching in higher education over the last 25 years has provided a variety of concepts, methods, and findings that are of both theoretical interest and practical relevance. It has revealed the relationships between students’ approaches to studying, their conceptions of learning, and their perceptions of their academic context. It has revealed the relationships between teachers’ approaches to teaching, their conceptions of teaching, and their perceptions of the teaching environment. And it has provided a range of tools that can be exploited for developing our understanding of learning and teaching in particular contexts and for assessing and enhancing the student experience on specific courses and programs.

[1]  P. Ramsden.  A performance indicator of teaching quality in higher education: The Course Experience Questionnaire , 1991 .

[2]  K. Trigwell,et al.  Changing approaches to teaching: A relational perspective , 1996 .

[3]  Stephen E. Newstead,et al.  Teachers’ beliefs and intentions concerning teaching in higher education , 2005 .

[4]  E. V. Rossum,et al.  The Relationship between Learning Conception, Study Strategy and Learning Outcome. , 1984 .

[5]  D. Newble,et al.  The approaches to learning of students in a traditional and in an innovative problem‐based medical school , 1986, Medical education.

[6]  John T. E. Richardson,et al.  Researching Student Learning: Approaches to Studying in Campus-Based and Distance Education , 2000 .

[7]  K. Trigwell,et al.  Relations between perceptions of the teaching environment and approaches to teaching. , 1997, The British journal of educational psychology.

[8]  John T. E. Richardson,et al.  Approaches to Studying and Perceptions of the Academic Environment in Students Following Problem-Based and Subject-Based Curricula , 2003 .

[9]  Descriptors Committees.  Annual Meeting of the National Council of Professors of Educational Administration , 2001 .

[10]  N. Entwistle,et al.  Understanding Student Learning , 1983 .

[11]  Abd El-Rahman,et al.  Improving the quality of student learning , 2003 .

[12]  Ference Marton,et al.  What Does it Take to Learn , 2003 .

[13]  J. Vermunt,et al.  Consistency and variability of learning strategies in different university courses , 1999 .

[14]  Mark Newman,et al.  Problem Based Learning: An exploration of the method and evaluation of its effectiveness in a continuing nursing education programme , 2004 .

[15]  John T. E. Richardson,et al.  Students' perceptions of academic quality and approaches to studying in distance education , 2005 .

[16]  John T. E. Richardson,et al.  Improving student learning using the personalised system of instruction , 1998 .

[17]  J. Biggs.  Student Approaches to Learning and Studying , 1987 .

[18]  F. Marton,et al.  Conceptions of learning , 1993 .

[19]  Dwain M. Estes.  Issues in Problem-Based Learning. , 1999 .

[20]  Paul Ramsden,et al.  Student learning and perceptions of the academic environment , 1979 .

[21]  D. Laurillard.  The processes of student learning , 1979 .

[22]  K. Trigwell,et al.  Relations between teachers' approaches to teaching and students' approaches to learning , 1999 .

[23]  Angela S. P. Ho,et al.  A conceptual change approach to staff development: A model for programme design , 2000 .

[24]  John D. Wilson,et al.  Student Learning in Higher Education , 1983 .

[25]  Alistair Morgan.  What Do Open University Students Initially Understand About Learning? Study Methods Group Report No. 8, 1981. , 1981 .

[26]  D. Kember.  A reconceptualisation of the research into university academics' conceptions of teaching , 1997 .

[27]  K. Scouller.  The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay , 1998 .

[28]  M. G. Eley,et al.  Differential adoption of study approaches within individual students , 1992 .

[29]  David Kember,et al.  Evaluating the effectiveness of educational innovations: Using the study process questionnaire to show that meaningful learning occurs , 1997 .