On the operationalisation of conceptions of learning in higher education and their association with students’ knowledge and experiences of their learning
Meyer, Jan H. F & Boulton-Lewis, Gillian M (1999) On the operationalisation of conceptions of learning in higher education and their association with students’ knowledge and experiences of their learning. Higher Education Research and Development, 18(3), pp. 289-302.
Conceptions of learning, as well as other associated aspects of prior knowledge, are theoretically important factors in influencing the manner in which the content and context of learning are engaged. The present study reports on: (a) the operationalisation of some of these factors aimed at isolating sources of explanatory variation that can be used for modelling purposes; and (b) a conservative exploration of the discriminatory power of, and exhibited patterns of association between, such sources of variation as have been isolated. Based on a conservative analytical approach, the results of the present study do not support a single clearly defined empirical model of conceptions of learning and associated constructs. Instead, there is consistent evidence that underlying empirical structures appear to be sensitive to the response context and other factors.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty|
|Deposited On:||24 Aug 2014 23:11|
|Last Modified:||24 Aug 2014 23:11|
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