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ERIC Number: EJ1036694
Record Type: Journal
Publication Date: 2014-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0018-1560
Qualitative Variation in Approaches to University Teaching and Learning in Large First-Year Classes
Prosser, Michael; Trigwell, Keith
Higher Education: The International Journal of Higher Education and Educational Planning, v67 n6 p783-795 Jun 2014
Research on teaching from a student learning perspective has identified two qualitatively different approaches to university teaching. They are an information transmission and teacher-focused approach, and a conceptual change and student-focused approach. The fundamental difference being in the former the intention is to transfer information to students, while in the latter the intention is to change and develop student understanding. Much of our research has been conducted in first-year classes of 100 or more students. The paper begins by outlining a model of teaching and learning based upon this research. It then reviews the quantitative research showing the relationship between teachers' approaches to teaching in large classes and their students' approaches to learning. Further analyses of previously collected data are used to identify the size of the relationship between teachers' approaches and their students' approaches. The paper concludes by discussing how a more conceptual change and student-focused approach can be manifested in large classes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A