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ERIC Number: EJ782750
Record Type: Journal
Publication Date: 2008-Feb
Pages: 14
Abstractor: Author
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1356-2517
Students' Learning-Approach Profiles in Relation to Their University Experience and Success
Rollnick, Marissa; Davidowitz, Bette; Keane, Moyra; Bapoo, Abdool; Magadla, Lizo
Teaching in Higher Education, v13 n1 p29-42 Feb 2008
What is the connection between student success and their approaches to learning? Do learning approaches develop with university experience? We explored these questions by constructing profiles using a specially developed fixed response instrument and administering this to students at two similar South African universities. Groups consisted of access course applicants, access course students, and first and second year mainstream chemistry students. Successful senior students showed more sophisticated approaches to learning than other groups. Unsuccessful students fell into two different categories: those using a surface approach, and predominantly first generation tertiary students who used deep approaches. We discuss possible reasons for the latter group's lack of success. These findings raise questions for academic development practitioners advocating the use of deep approaches. The instrument was found to be useful for both diagnostic and pedagogic purposes. (Contains 7 tables and 1 figure.)
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/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa