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ERIC Number: EJ1048137
Record Type: Journal
Publication Date: 2014-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0018-1560
Learning from Tutorials: A Qualitative Study of Approaches to Learning and Perceptions of Tutorial Interaction
Herrmann, Kim Jesper
Higher Education: The International Journal of Higher Education and Educational Planning, v68 n4 p591-606 Oct 2014
This study examines differences in university students' approaches to learning when attending tutorials as well as variation in students' perceptions of tutorials as an educational arena. In-depth qualitative analysis of semi-structured interviews with undergraduates showed how surface and deep approaches to learning were revealed in the students' note-taking, listening, and engaging in dialogue. It was also shown how variation in the students' approaches to learning were coherent with variation in the students' perceptions of the tutors' pedagogical role, the value of peer interaction, and the overall purpose of tutorials. The results are discussed regarding the paradox that students relying on surface approaches to learning seemingly are the ones least likely to respond to tutorials in the way they were intended.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A