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Trigwell, Keith; Ellis, Robert A.; Han, Feifei – Studies in Higher Education, 2012
Quantitative analyses conducted on the self-reports of first year university students suggest that there is a relationship between the ways they emotionally experience their course and the approach they take to the learning of that course. Students who more strongly experience positive emotions, such as hope and pride, and more weakly experience…
Descriptors: Student Attitudes, Learning Experience, Correlation, Cognitive Style
Postareff, Liisa; Katajavuori, Nina; Lindblom-Ylanne, Sari; Trigwell, Keith – Studies in Higher Education, 2008
Studies on teachers' approaches to teaching have identified two qualitatively different categories of approaches. The learning-focused approach is about teaching as facilitating students' learning and learning as knowledge construction, while the content-focused approach concerns teaching as transmission of knowledge and learning as absorbing the…
Descriptors: Profiles, Teacher Student Relationship, Teaching Methods, College Faculty
Lindblom-Ylanne, Sari; Trigwell, Keith; Nevgi, Anne; Ashwin, Paul – Studies in Higher Education, 2006
Two related studies are reported in this article. The first aimed to analyse how academic discipline is related to university teachers' approaches to teaching. The second explored the effects of teaching context on approaches to teaching. The participants of the first study were 204 teachers from the University of Helsinki and the Helsinki School…
Descriptors: Intellectual Disciplines, College Faculty, Higher Education, Foreign Countries
Peer reviewed
Trigwell, Keith; Prosser, Michael – Studies in Higher Education, 1996
Examined the conceptions of teaching and learning of a group of 24 lecturers in first-year college physics and chemistry in Australia, and how those conceptions related to their approaches to teaching. Strong relations were found between conceptions of teaching and approaches to teaching, though relations between conceptions of teaching and…
Descriptors: Chemistry, College Faculty, College Instruction, College Science
Peer reviewed
Martin, Elaine; Trigwell, Keith; Prosser, Michael; Ramsden, Paul – Studies in Higher Education, 2003
Examined ways in which department heads and subject coordinators of large first-year subjects experience the leadership of teaching. Explored empirical relations between coordinators' conceptions of leadership and teachers' perceptions of leadership, and between teachers' perceptions of coordinators' leadership and teachers' approaches to…
Descriptors: Department Heads, Higher Education, Instructional Leadership, Leadership Styles
Peer reviewed
Prosser, Michael; Ramsden, Paul; Trigwell, Keith; Martin, Elaine – Studies in Higher Education, 2003
Examined dissonant forms of teaching and their relation to student learning. Found that in units of study, students report a higher quality learning experience (deep approaches), and the relationships between approaches to teaching and perceptions of the teaching context are consonant and coherent for the more senior teachers. In units of study in…
Descriptors: Cognitive Dissonance, Cognitive Style, College Instruction, College Students
Trigwell, Keith; Shale, Suzanne – Studies in Higher Education, 2004
A variety of models of the scholarship of university teaching have been advocated since Boyer first proposed that the scholarship of teaching be considered as one of four forms of scholarship associated with university practices. These models have evolved from theoretical and empirically based analyses, and have as their core value concepts as…
Descriptors: Scholarship, Higher Education, Knowledge Base for Teaching, College Faculty