Learning Experiences of Higher Education Students: Approaches to Learning as Measures of Quality of Learning Outcomes

Autor/inn/en	Qureshi, Shazia; Ullah, Raza
Titel	Learning Experiences of Higher Education Students: Approaches to Learning as Measures of Quality of Learning Outcomes
Quelle	In: Bulletin of Education and Research, 36 (2014) 1, S.79-100 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Learning Experience; College Students; Higher Education; Learning Strategies; Cognitive Development; Educational Quality; Outcomes of Education; Educational Environment; Student Attitudes; Correlation; Measures (Individuals); Study Habits; Approaches to Studying Inventory + Suchen Sie Ihr Suchwort? Lernerfahrung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kognitive Entwicklung; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Korrelation; Messdaten; Study behavior; Study behaviour; Studienverhalten
Abstract	Learning environment is a vast area and varies from time to time and place to place. In the broader spectrum, a learning environment may be teacher-centered or student-centered. The teacher-centered learning environment lacks active participation of students in the teaching learning process, and lecturing is a predominant mode of instruction. Here, there is considerably less interaction among students as well as between teacher and students. In this approach, a teacher acts as a transmitter of knowledge rather than a facilitator of learning. Student-centered learning environment, on the other hand, is characterized by active participation of students in the teaching learning process. This paper is an attempt to examine the relationship between students' perceptions of learning environment, their approaches to learning and the quality of learning outcomes. The paper is mainly based on secondary sources of information and the review of the literature shows the intimate relationship between perceptions and approaches. The findings of this research show that quality of the students' learning is determined by their approaches to learning; the deep approach leads to better quality learning, and the surface approach to poor quality learning outcomes. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01