Enhancement of Quality Learning: Capitalizing on the SAL Framework

Autor/in	Phan, Huy
Titel	Enhancement of Quality Learning: Capitalizing on the SAL Framework
Quelle	In: International Journal of Teaching and Learning in Higher Education, 26 (2014) 1, S.112-121 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Learning Strategies; Student Attitudes; Educational Quality; Higher Education; College Students; Educational Assessment; Educational Environment; Educational Objectives; Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Education; assessment; Bewertungssystem; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	Quality learning in higher education is an impetus and major objective for educators and researchers. The student approaches to learning (SAL) framework, arising from the seminal work of Marton and Säljö (1976), has been researched extensively and used to predict and explain students' positive (e.g., critical reflection) and maladaptive behaviors (e.g., work avoidance). It is prudent for educators to cultivate and encourage students to actively construct and make sense of their own learning, rather than to simply memorize and reproduce contents for assessment purposes. In this review, we revisit and examine the SAL theorization within the contexts of higher education. We scope the importance of quality learning and propose three major elements in our discussion, which may foster deep, meaningful learning inclination: assessment strategies, the classroom milieu, and alignment of learning objectives. We conclude this theoretical article with an offering of issues for continuing research development. This focus, in our view, is significant as we believe the SAL framework is not robust in its explanation of students' learning behaviors in different sociocultural settings. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10