NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022520
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1356-2517
Students' Understanding of Theory in Undergraduate Education
Liff, Roy; Rovio-Johansson, Airi
Teaching in Higher Education, v19 n4 p419-431 2014
This paper investigates undergraduate students' application of theory in their analysis of problems presented in authentic leadership cases. Taking a phenomenographic research approach, the paper identifies two levels at which students understand "theory": Level 1-Theory as knowledge acquired from books; Level 2-Theory as support for problem solutions. Only the students at Level 2 understanding achieved the highest learning outcome described by the Bologna Reforms. This result may be accounted for by the difference in the students' pre-conceived understanding of the events and relationships in the analysed cases. The phenomenographic assumption explains why the authentic cases are problematic. The high relevancy of the learning object -- as an authentic case -- may reduce the effect of variation, in this case the educational environment that is the mechanism for learning according to variation theory.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden