A Workshop Activity to Demonstrate that Approaches to Learning Are Influenced by the Teaching and Learning Environment

Autor/inn/en	Kember, David; Leung, Doris Y. P.; McNaught, Carmel
Titel	A Workshop Activity to Demonstrate that Approaches to Learning Are Influenced by the Teaching and Learning Environment
Quelle	In: Active Learning in Higher Education, 9 (2008) 1, S.43-56 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787407086745
Schlagwörter	Social Sciences; Workshops; Educational Environment; Humanities; Teaching Methods; Higher Education; Qualitative Research; Statistical Analysis; Teaching Assistants; Foreign Countries; Fine Arts; Hong Kong; Approaches to Studying Inventory; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lernwerkstatt; Schulung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geisteswissenschaften; Humanwissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Statistische Analyse; Ausland; Bildende Kunst; Hongkong
Abstract	It is important to demonstrate to those taking courses for new teachers that approaches to learning have a relational nature--that they are influenced by the teaching and learning context. This article describes a workshop activity, based on the Revised Study Process Questionnaire. Workshop participants recorded their approaches to learning in two contexts: how they currently studied as postgraduate students, and how they studied in their most disliked undergraduate course. Analysis of the results from this activity indicates that approaches to learning are markedly influenced by the teaching and learning environment. This provides a graphic demonstration to workshop participants of the importance of their teaching, as it will have a strong influence on the quality of learning of their students. The data from the activity give quantitative evidence of the relational nature of approaches to learning. Further, there appears to be a discipline effect operating with the nature of the typical teaching and learning environment in the arts, humanities and social sciences being more conducive to students cultivating a deep approach to learning. (Contains 3 figures and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10