NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ855828
Record Type: Journal
Publication Date: 2009-May
Pages: 15
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-0307-5079
Final Year Biosciences Students' Willingness to Engage: Teaching-Learning Environments, Authentic Learning Experiences and Identities
McCune, Velda
Studies in Higher Education, v34 n3 p347-361 May 2009
The research reported in this article investigates what students perceive as influencing their willingness to engage actively with their studies. The semi-structured interviews which form the basis of this analysis are a subset of the data from the Enhancing Teaching-Learning Environments in Undergraduate Courses (ETL) Project, a large-scale project funded by the UK Economic and Social Research Council. The findings from the analysis were drawn together in a multifaceted conceptual model, which describes the interplay between aspects of students' identities and facets of their learning contexts in university and on work placement. The notion of "authentic learning experiences" is used to illuminate the students' perspectives on how key learning experiences influenced their identities and willingness to engage with their studies. (Contains 2 tables and 2 figures.)
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 - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom