Reconceptualise a Dynamic Framework of the Learning Constructs in Higher Education

Autor/inn/en	Geng, Gretchen; Zhu, Yue; Disney, Leigh Patrick
Titel	Reconceptualise a Dynamic Framework of the Learning Constructs in Higher Education
Quelle	In: Higher Education Quarterly, 77 (2023) 4, S.655-675 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geng, Gretchen) ORCID (Zhu, Yue) ORCID (Disney, Leigh Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/hequ.12427
Schlagwörter	Foreign Countries; Higher Education; Systems Approach; Learning Experience; Electronic Learning; College Students; Educational Change; Student Attitudes; Active Learning; China + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Systemischer Ansatz; Lernerfahrung; Collegestudent; Bildungsreform; Schülerverhalten; Aktives Lernen
Abstract	This paper reconceptualised the interrelated learning constructs in higher education based on the Dynamic Systems Theory (DST). The university students' learning experience before, during and post the Emergency Online Learning (EOL) was investigated to explore the dynamic changes among the learning constructs in higher education. A case study of a Chinese university was conducted, and one hundred and ninety-three university students participated in the questionnaire. The data collected from this empirical research identify different hierarchical constructs of the conceptualised learning environment and reconceptualise the period of system reformation influenced by the EOL. The key findings include the identifications of the attractors and repellors framed by the DST and the impact on the changes in the learning constructs. The results of this paper contribute to further understanding of the university constructs' changes to better plan and support students' active learning in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01