Bridging the Gaps between Learning and Teaching through Recognition of Students' Learning Approaches: A Case Study

Autor/inn/en	Malie, Senian; Akir, Oriah
Titel	Bridging the Gaps between Learning and Teaching through Recognition of Students' Learning Approaches: A Case Study
Quelle	In: Research in Education, 87 (2012) 1, S.75-94 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.7227/RIE.87.1.6
Schlagwörter	Academic Achievement; Learning Strategies; Learning Processes; Social Sciences; Lecture Method; Intervention; Study Skills; Academic Support Services; College Students; Teaching Methods; Questionnaires; Case Studies; Student Surveys + Suchen Sie Ihr Suchwort? Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Studientechnik; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Case study; Fallstudie; Case Study; Schülerbefragung
Abstract	Learning approaches, learning methods and learning environments have different effects on students? academic performance. However, they are not the sole factors that impact students? academic achievement. The aims of this research are three-fold: to determine the learning approaches preferred by most students and the impact of the learning approaches on their academic performance, to examine the learning methods preferred by most students, and to identify the learning environments preferred by most students in their quest to achieve excellent academic performance. The instrument used is adopted and adapted from Biggs, Kember and Leung (2001), Jarvis and Woodrow (2001) and Wishart (2005). The study involved 215 social science degree students from four different programmes. A self-administered questionnaire was used to collect the data. The key findings of the study were: more students were inclined to adopt a deep learning approach than surface learning approach, those who adopted a deep learning approach performed better academically than those who used a surface learning approach, lecture is the learning method preferred by most students and hearing and explanation is the learning environment preferred by most students. The findings also suggest that students are dependent on lecturers to help them to understand content knowledge. In line with the findings of this study, programme management and academicians might have to tailor their teaching with students? specific needs in mind. Furthermore, programme management needs to plan intervention programmes--such as effective study skills--to encourage students to be more independent, learn in groups and be more resourceful learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10