NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ857578
Record Type: Journal
Publication Date: 2009-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-0309-877X
What Is Very Important to Learning? A Student Perspective on a Model of Teaching and Learning
McQueen, Hilary; Webber, John
Journal of Further and Higher Education, v33 n3 p241-253 Aug 2009
The research reported in this article is part of ongoing research exploring the development of teaching and learning in one further education college. This first stage aimed to investigate 16- to 19-year-old students' views of a teaching and learning model. A total of 374 sixth-form students individually sorted 21 statements derived from the model into those that they saw as very, quite or less important to their learning. In addition, nine semi-structured interviews were carried out with first-year students to gain a deeper understanding of why aspects of the model were deemed more important. Analysis revealed that first- and second-year students were united in their greater preference for explicitly exam-focused lessons within a socio-emotionally safe learning environment. Implications of the findings are discussed in relation to theory and practice in education. (Contains 2 tables, 1 figure, and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom