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Student perceptions and approaches to learning

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(e.g. previous experiences, current understanding, aptitudes and abilities) ... Presage. Process. Product. Adapted from Trigwell K, & Prosser M. (1996) ... – PowerPoint PPT presentation

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Title: Student perceptions and approaches to learning


1
Student perceptions and approaches to learning
  • Session 2

2
A model of student learning
3
The relationship between approaches and outcomes
  • Student process questionnaire
  • Please read the instructions carefully
  • Complete the questionnaire twice, firstly as a
    good student, then as a weak student
  • Score your own responses when you have finished

4
What do we find?
  • A pattern of approaches related to outcomes
  • These pattern of responses consistently
    differentiate three approaches to study
    identified in the research
  • Deep approaches are consistently associated with
    high quality learning outcomes
  • Surface approaches are associated with poorer
    quality learning outcomes

5
Surface Approach
  • Intention to reproduce
  • rote memorising information
  • failure to distinguish principles from examples
  • treat tasks as external impositions
  • focus on discrete elements without integration

6
Deep Approach
  • Intention to understand
  • Vigorous interaction with content
  • Relate new ideas to previous knowledge
  • Relate concepts to everyday experiences
  • Relate evidence to conclusions

7
Achievement Approach
  • Intention to obtain high marks
  • Organise time and distribute effort to greatest
    effect
  • Use previous exam papers to predict questions
  • Alert to cues and clues about marking

8
What influences students approaches to learning?
Students experiences and perceptions of teaching
  • If students think the
  • teaching is good
  • goals and standards are clear
  • then they are likely to be adopting deep
    approaches to study
  • If students think the
  • assessment is inappropriate
  • workload is inappropriate
  • then they are likely to be adopting surface
    approaches to their studies

9
Evidence that students perceptions are related to
their approach to learning
  • Rotated Factor Analysis of the Course
    Perceptions and Approaches to Study Sub-scales,
    using the Student as the Unit of Analysis.
  • Sub-scale Factor ______________ 1 2
  • Good Teaching .81
  • Clear Goals .75
  • Appropriate Workload -.59
  • Appropriate Assessment -.74
  • Generic Skills .74
  • Surface Approach .83
  • Deep Approach .67
  • Loadings less than .30 deleted n 762

10
  • A deep approach to study is associated with
    perceptions that the teaching is good, that the
    goals are clear, and that there is development of
    generic skills.
  • A surface approach to study is associated with a
    perception that workload is too high and that
    assessment is testing reproduction.
  • Source Prosser, M. Trigwell, K. 2000
    Understanding Learning and Teaching The
    Experience in Higher Education. The Society for
    Research into Higher Education and Open
    University Press. UK.

11
  • Rotated Factor Analysis of Overall Evaluation
    Items and the Approaches to Study Sub-scales
  • ________________________________________
  • Sub-scale Factor 1
  • Overall Course Evaluation .83
  • Overall Teaching Evaluation .71
  • Surface Approach -.50
  • Deep Approach .55
  • ________________________________________
  • Loadings less than .30 deleted n 1794

12
  • Overall evaluation of the teaching and the course
    is positively associated with a deep approach to
    study and negatively associated with a surface
    approach.
  • Source Prosser, M. Trigwell, K. 2000
    Understanding Learning and Teaching The
    Experience in Higher Education. The Society for
    Research into Higher Education and Open
    University Press. UK.

13
Surface approaches encouraged by
  • Assessment methods emphasising recall or the
    application of trivial, procedural knowledge
  • Assessment methods that create undue anxiety
  • Excessive amount of content material in the
    curriculum
  • Poor or absent feedback on progress
  • Lack of interest in, or background knowledge of
    the subject
  • Previous experiences that encourage such
    approaches
  • Ramsden, P (1992) Learning to teach in higher
    education

14
Deep approaches encouraged by
  • Teaching methods that foster active and long term
    engagement with the learning tasks
  • Stimulating and considerate teaching -
    demonstrating the lecturers personal commitment
    to the subject matter - stresses its meaning and
    relevance to the students
  • Clearly stated academic expectations
  • Interest in, and background knowledge of, the
    subject matter
  • Previous experiences that encourage such
    approaches
  • Ramsden, P (1992) Learning to teach in higher
    education

15
How will we use this information?
  • Consider how we can teach in order to encourage
    students to adopt deep approaches to their
    learning in our courses
  • Consider adopting a student-centered perspective
    rather than a teacher-centered perspective on
    teaching
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