A longitudinal study of learning for a group of Indigenous Australian university students : dissonant conceptions and strategies
Boulton-Lewis, Gillian, Marton, Ference, Lewis, David, & Wilss, Lynn (2004) A longitudinal study of learning for a group of Indigenous Australian university students : dissonant conceptions and strategies. Higher Education: The international journal of higher education and educational planning, 47(1), pp. 91-112.
Conceptions of learning and strategies used by 15 Indigenous students in three Australian universities were studied longitudinally over three years. Their academic achievements were good, but at a high cost in terms of time and effort. In spite of the fact that almost half of the students expressed higher-order (qualitative) conceptions of learning in the first year and more in the second and third years, all of the students reported using highly repetitive strategies to learn. That is, they did not vary their way of learning, reading or writing in the beginning of their studies and less than half of them did so at the end of the three years. It is argued that encountering variation in ways of learning is a prerequisite for the development of powerful ways of learning and studying.
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|Item Type:||Journal Article|
|Keywords:||learning, higher education, longitudinal, phenomenography, dissonance, Aboriginal, Strategies, HERN|
|Divisions:||Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Design
|Copyright Owner:||Copyright 2004 Springer|
|Copyright Statement:||The original publication is available at SpringerLink http://www.springerlink.com|
|Deposited On:||04 Jun 2009 22:44|
|Last Modified:||29 Feb 2012 13:05|
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