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dc.contributor.authorWilson, K
dc.contributor.authorFowler, J
dc.contributor.editorWilliam Scott
dc.date.accessioned2017-05-03T12:53:40Z
dc.date.available2017-05-03T12:53:40Z
dc.date.issued2005
dc.date.modified2007-03-19T21:36:57Z
dc.identifier.issn0260-2938
dc.identifier.urihttp://hdl.handle.net/10072/4878
dc.description.abstractThis study investigated whether students' approaches to learning were influenced by the design of university courses. Pre- and post-evaluations of the approaches to learning of the same group of students concurrently enrolled in a conventional course (lectures and tutorials) and an action learning-based course (project work, learning groups) were conducted. Students who reported themselves as more 'typically deep' in their approach to learning were consistent in their approaches across the different environments. However, students who reported themselves as more 'typically surface' were influenced to adopt deeper processing strategies in the action learning design. Students explained this 'deep shift' in terms of the greater expectations of learner activity and responsibility in the action learning design.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUK
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom87
dc.relation.ispartofpageto101
dc.relation.ispartofissue1
dc.relation.ispartofjournalAssessment and Evaluation in Higher Education
dc.relation.ispartofvolume30
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and pedagogy theory and development
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode390102
dc.subject.fieldofresearchcode390303
dc.subject.fieldofresearchcode39
dc.titleAssessing the impact of learning environments on students' approaches to learning: Comparing conventional and action learning designs
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2005
gro.hasfulltextNo Full Text
gro.griffith.authorWilson, Keithia K.
gro.griffith.authorFowler, Jane


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