'Why Are We Doing This if There's No Connection?' The Importance of Prior Experience in Academic Learning on a Master's Programme

Autor/in	Pearce, Sarah
Titel	'Why Are We Doing This if There's No Connection?' The Importance of Prior Experience in Academic Learning on a Master's Programme
Quelle	In: Journal of Further and Higher Education, 47 (2023) 4, S.563-575 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2023.2175651
Schlagwörter	Prior Learning; Masters Programs; Graduate Students; Thinking Skills; Research Skills; Skill Development; Education Courses; Foreign Countries; Student Experience; Student Attitudes; Reader Text Relationship; Theory Practice Relationship; Race; Self Concept; Cultural Influences; United Kingdom + Suchen Sie Ihr Suchwort? Vorkenntnisse; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Denkfähigkeit; Forschungsleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Fortbildungskurs; Ausland; Studienerfahrung; Schülerverhalten; Theorie-Praxis-Beziehung; Rasse; Abstammung; Selbstkonzept; Cultural influence; Kultureinfluss; Großbritannien
Abstract	Personal approaches to learning in Higher Education are acknowledged to offer an engaging and motivating approach to learning. This article argues that they can also enable students to learn more effectively, and apply this learning to their professional lives. Previous research has suggested that three of the most difficult facets of Master's level study for students are abstract thinking, unpredictability, and research skills. This practitioner study found that drawing on students' prior personal and professional experience is an effective way to develop these skills, because it provides the necessary contextualisation for learning. Interview data from one diverse cohort on a Master's in Education programme show that the students believed that this approach improved their understanding of these three areas, and their ability to use formal assignments to explore and explain their experience. This more personal and engaged approach to learning addresses a neglected area of higher education: attending to Master's students' academic skill development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01