Towards university lectures' conceptions of student learning

Bruce, Christine & Gerber, Rod (1995) Towards university lectures' conceptions of student learning. Higher Education, 29(4), pp. 443-458.

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A range of studies conducted since the late 1970s have sought to describe students' conceptions of learning, and more recently, teachers' conceptions of teaching. These studies, using what has come to be known as the phenomenographic approach, have identified conceptions of teaching, and conceptions of learning which have had a significant impact on the teaching-learning culture of higher education institutions in many parts of the world. The study reported here contributes to our understanding of student learning, describing it from the viewpoint of lectures from a range of disciplines. From the viewpoint of these lectures student learning was seen variously as: acquiring knowledge through the use of study skills; the absorption of new knowledge and being able to explain and apply it; the development of thinking skills and the ability to reason; developing the competencies of beginning professionals; changing personal attitudes, beliefs or behaviours in responding to different phenomena; and a participative pedagogic experience. The relationship between these conceptions and previously identified conceptions of teaching and learning is discussed.

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31 citations in Scopus
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17 citations in Web of Science®

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ID Code: 62209
Item Type: Journal Article
Refereed: Yes
Keywords: teaching, learning, higher education, lecture
DOI: 10.1007/BF01383962
ISSN: 1573-174X
Divisions: Current > Schools > School of Information Systems
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright 1995 Springer
Copyright Statement: The original publication is available at SpringerLink
Deposited On: 01 Sep 2013 23:03
Last Modified: 01 Sep 2013 23:03

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