Dissonance between conceptions of learning and ways of learning for Indigenous Australian university students
Boulton-Lewis, Gillian M., Lewis, David, & Wilss, Lynn A. (2003) Dissonance between conceptions of learning and ways of learning for Indigenous Australian university students. Studies in Higher Education, 28(1), pp. 79-89.
This paper reports on a phenomenographic investigation into conceptions of learning for 15 Indigenous Australian university students over the three years of their degree courses. The ways in which they went about learning were also investigated along with the relationship between individual students’ ‘core’ conceptions of learning and the ways in which they learnt. Results indicated that their conceptions and ways of learning were similar in some respects to those found for other university students. However some students went about learning in ways that were incongruent with the core conception of learning they held. This can be regarded as dissonance between strategies and conceptions of learning. The implications of this for Indigenous Australian university students are discussed.
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|Item Type:||Journal Article|
|Keywords:||conceptions, learning, dissonance, ways of learning, Aboriginal, Higher Education, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)|
|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 2003 Taylor and Francis|
|Copyright Statement:||This is an electronic version of an article published in v28 : 1, 2003 Studies in Higher Education. Studies in Higher Education is available online at informaworldTM http://www.informaworld.com.ezp02.library.qut.edu.au/smpp/content~db=all~content=a713696307|
|Deposited On:||05 Jun 2009 00:54|
|Last Modified:||10 Aug 2011 15:33|
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