Keith Trigwell
Biographic Data
| ID | 1499883 |
|---|---|
| NAME | Keith Trigwell |
| GIVEN NAMES | Keith |
| FAMILY NAME | Trigwell |
| SIGNATURE | TRIGWELL K |
| AFFILIATIONS | University of Technology Sydney |
| VERIFIED | No |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 108 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 7 |
The role of informal conversations in developing university teaching
Within workplace contexts, professionals learn from colleagues by engaging in informal conversations, yet little is known about the contribution these types of conversations make to how academics develop as teachers. Taking a socio-cultural perspective, this article reports on the experience of mid-career academics in conversations about teaching within their departmental contexts. This study drew on semi-structured interviews with 24 academic st…
Higher education teachers’ professional learning
Evoked prior learning experience and approach to learning as predictors of academic achievement
Background. In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these r…
Relations between teachers’ emotions in teaching and their approaches to teaching in higher education
Assessing the impact of a university teaching development programme
Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme rep…
Relations between students' approaches to learning, experienced emotions and outcomes of learning
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 negative emotions (such as anger, boredom, anxiety and shame), are likely to be adopting more of a dee…
Consonance and dissonance in descriptions of teaching of university teachers
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 transmitted information. The aim of the present study is to explore consonance and dissonance in the …
Phenomenography
A phenomenographic approach to research into learning can be appropriate for exploring the approaches geography students adopt in their learning. This resources article provides a brief description of phenomenography. The essence of the approach is that it takes a relational qualitative perspective that aims to describe key aspects of variation in the collective experience of phenomena, rather than focusing on the individual experience. Phenomeno…
Confirmatory factor analysis of the Approaches to Teaching Inventory
Background. The Approaches to Teaching Inventory (ATI) was developed to explore the relationship between students' approaches to learning, and teachers' approaches to teaching, in the physical sciences in higher education. It is increasingly being used in other contexts.Aim. To analyse the factor structure of the ATI.Method. Confirmatory factor analysis.Sample. Inventory responses from over 1,000 university teachers, from 4 different countries an…
How approaches to teaching are affected by discipline and teaching context
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 of Economics and Business Administration and 136 teachers from the University of Oxford and Oxford Br…
Development and Use of the Approaches to Teaching Inventory
Student learning and the scholarship of university teaching
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 diverse as reflection, communication, pedagogic content knowledge, scholarly activity and pedagogic rese…
Variation in the Experience of Leadership of Teaching in Higher Education
This article describes ways in which heads of university academic departments and the subject coordinators of large first-year subjects experience the leadership of teaching. It examines variation in perceptions of leadership experienced by the teachers in the same subjects and departments. It explores empirical relations between subject coordinators' conceptions of leadership and teachers' perceptions of leadership, and between teachers' percept…
Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning
Several recent studies on student learning in higher education reported on 'dissonant' forms of contextualised learning engagement. The focus of the present study is on 'dissonant' forms of teaching and their relation to student learning. This relatively large--scale research programme involved surveys of approximately 8829 students and 408 university teachers across 51 different units of study. The data were analysed using a combination of clust…
Relations between teachers' approaches to teaching and students' approaches to learning
Drawing on Experience
Many traditional methods of course evaluation are fragmentary, seeking feedback on particular dimensions of teaching or courses. This paper reports on a trial of an innovative holistic approach, which allows students to express more global feelings about their course experience. Students from years 2–6 in an architecture degree course were asked, as part of an evaluation of their course, to pictorially represent their impression of the preceding …
Relations between perceptions of the teaching environment and approaches to teaching
Background. Previous research has established substantial relations between students' approaches to study in higher education and their perceptions of the learning environment. More recently, there has been a growing body of research into teachers' approaches to teaching and conceptions of teaching. There has, however, been little research into their perceptions of the teaching context.Aims. This study aimed to develop an inventory of university …
Changing approaches to teaching
Studies of student learning have shown that students' conceptions of learning are strongly correlated with their approaches to study. Students who consider learning in quantitative terms are likely to find it very difficult to adopt a deep approach to learning. This study looks at the parallel situation for teachers. It looks at the conceptions of teaching and learning of a group of first year science lecturers, and how those conceptions relate t…
A phenomenographic study of academics' conceptions of science learning and teaching
Improving the quality of student learning
Relating Approaches to Study and Quality of Learning Outcomes at the Course Level
Research into qualitative differences in students' approaches to study, the quality of learning outcomes, and the relations between them has, in the main, been conducted on learning resulting from involvement in small academic tasks such as reading an academic article. This study, based on a sample of 122 first year university nursing students, focused on student learning on the whole course. The results of the study confirmed the hypothesised re…
Improving the Relationship Between Assessment Results and Student Understanding
Studies have shown that physical science students' understanding of concepts, and relations between concepts, is often less than would be expected from the assessment results they achieve. Explanations for the difference include the widespread use in examinations of ‘problems’ which, given sufficient rehearsal, become little more than exercises. Many of these examinations containing exercises are also thought to encourage surface approaches to le…
The Crib Card Examination System
The crib card examination system has features in common with conventional, open‐book and take home examinations, and appears to combine many of the advantageous features of each of these systems. This paper presents the findings of preliminary studies of some of the characteristics of crib card examinations. The examination results obtained with card use were similar to those in conventional examinations; students’ anxiety about examinations was …
How approaches to teaching are affected by discipline and teaching context
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 of Economics and Business Administration and 136 teachers from the University of Oxford and Oxford Br…
Relating Approaches to Study and Quality of Learning Outcomes at the Course Level
Research into qualitative differences in students' approaches to study, the quality of learning outcomes, and the relations between them has, in the main, been conducted on learning resulting from involvement in small academic tasks such as reading an academic article. This study, based on a sample of 122 first year university nursing students, focused on student learning on the whole course. The results of the study confirmed the hypothesised re…
Changing approaches to teaching
Studies of student learning have shown that students' conceptions of learning are strongly correlated with their approaches to study. Students who consider learning in quantitative terms are likely to find it very difficult to adopt a deep approach to learning. This study looks at the parallel situation for teachers. It looks at the conceptions of teaching and learning of a group of first year science lecturers, and how those conceptions relate t…
Relations between perceptions of the teaching environment and approaches to teaching
Background. Previous research has established substantial relations between students' approaches to study in higher education and their perceptions of the learning environment. More recently, there has been a growing body of research into teachers' approaches to teaching and conceptions of teaching. There has, however, been little research into their perceptions of the teaching context.Aims. This study aimed to develop an inventory of university …
Consonance and dissonance in descriptions of teaching of university teachers
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 transmitted information. The aim of the present study is to explore consonance and dissonance in the …
Student learning and the scholarship of university teaching
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 diverse as reflection, communication, pedagogic content knowledge, scholarly activity and pedagogic rese…
Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning
Several recent studies on student learning in higher education reported on 'dissonant' forms of contextualised learning engagement. The focus of the present study is on 'dissonant' forms of teaching and their relation to student learning. This relatively large--scale research programme involved surveys of approximately 8829 students and 408 university teachers across 51 different units of study. The data were analysed using a combination of clust…
Confirmatory factor analysis of the Approaches to Teaching Inventory
Background. The Approaches to Teaching Inventory (ATI) was developed to explore the relationship between students' approaches to learning, and teachers' approaches to teaching, in the physical sciences in higher education. It is increasingly being used in other contexts.Aim. To analyse the factor structure of the ATI.Method. Confirmatory factor analysis.Sample. Inventory responses from over 1,000 university teachers, from 4 different countries an…
Phenomenography
A phenomenographic approach to research into learning can be appropriate for exploring the approaches geography students adopt in their learning. This resources article provides a brief description of phenomenography. The essence of the approach is that it takes a relational qualitative perspective that aims to describe key aspects of variation in the collective experience of phenomena, rather than focusing on the individual experience. Phenomeno…
Relations between students' approaches to learning, experienced emotions and outcomes of learning
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 negative emotions (such as anger, boredom, anxiety and shame), are likely to be adopting more of a dee…
Evoked prior learning experience and approach to learning as predictors of academic achievement
Background. In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these r…
The role of informal conversations in developing university teaching
Within workplace contexts, professionals learn from colleagues by engaging in informal conversations, yet little is known about the contribution these types of conversations make to how academics develop as teachers. Taking a socio-cultural perspective, this article reports on the experience of mid-career academics in conversations about teaching within their departmental contexts. This study drew on semi-structured interviews with 24 academic st…
The Crib Card Examination System
The crib card examination system has features in common with conventional, open‐book and take home examinations, and appears to combine many of the advantageous features of each of these systems. This paper presents the findings of preliminary studies of some of the characteristics of crib card examinations. The examination results obtained with card use were similar to those in conventional examinations; students’ anxiety about examinations was …
Improving the Relationship Between Assessment Results and Student Understanding
Studies have shown that physical science students' understanding of concepts, and relations between concepts, is often less than would be expected from the assessment results they achieve. Explanations for the difference include the widespread use in examinations of ‘problems’ which, given sufficient rehearsal, become little more than exercises. Many of these examinations containing exercises are also thought to encourage surface approaches to le…
Improving the quality of student learning
Relating Approaches to Study and Quality of Learning Outcomes at the Course Level
Research into qualitative differences in students' approaches to study, the quality of learning outcomes, and the relations between them has, in the main, been conducted on learning resulting from involvement in small academic tasks such as reading an academic article. This study, based on a sample of 122 first year university nursing students, focused on student learning on the whole course. The results of the study confirmed the hypothesised re…
A phenomenographic study of academics' conceptions of science learning and teaching
Changing approaches to teaching
Studies of student learning have shown that students' conceptions of learning are strongly correlated with their approaches to study. Students who consider learning in quantitative terms are likely to find it very difficult to adopt a deep approach to learning. This study looks at the parallel situation for teachers. It looks at the conceptions of teaching and learning of a group of first year science lecturers, and how those conceptions relate t…
Relations between perceptions of the teaching environment and approaches to teaching
Background. Previous research has established substantial relations between students' approaches to study in higher education and their perceptions of the learning environment. More recently, there has been a growing body of research into teachers' approaches to teaching and conceptions of teaching. There has, however, been little research into their perceptions of the teaching context.Aims. This study aimed to develop an inventory of university …
Drawing on Experience
Many traditional methods of course evaluation are fragmentary, seeking feedback on particular dimensions of teaching or courses. This paper reports on a trial of an innovative holistic approach, which allows students to express more global feelings about their course experience. Students from years 2–6 in an architecture degree course were asked, as part of an evaluation of their course, to pictorially represent their impression of the preceding …
Relations between teachers' approaches to teaching and students' approaches to learning
Variation in the Experience of Leadership of Teaching in Higher Education
This article describes ways in which heads of university academic departments and the subject coordinators of large first-year subjects experience the leadership of teaching. It examines variation in perceptions of leadership experienced by the teachers in the same subjects and departments. It explores empirical relations between subject coordinators' conceptions of leadership and teachers' perceptions of leadership, and between teachers' percept…
Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning
Several recent studies on student learning in higher education reported on 'dissonant' forms of contextualised learning engagement. The focus of the present study is on 'dissonant' forms of teaching and their relation to student learning. This relatively large--scale research programme involved surveys of approximately 8829 students and 408 university teachers across 51 different units of study. The data were analysed using a combination of clust…
Development and Use of the Approaches to Teaching Inventory
Student learning and the scholarship of university teaching
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 diverse as reflection, communication, pedagogic content knowledge, scholarly activity and pedagogic rese…
Phenomenography
A phenomenographic approach to research into learning can be appropriate for exploring the approaches geography students adopt in their learning. This resources article provides a brief description of phenomenography. The essence of the approach is that it takes a relational qualitative perspective that aims to describe key aspects of variation in the collective experience of phenomena, rather than focusing on the individual experience. Phenomeno…
Confirmatory factor analysis of the Approaches to Teaching Inventory
Background. The Approaches to Teaching Inventory (ATI) was developed to explore the relationship between students' approaches to learning, and teachers' approaches to teaching, in the physical sciences in higher education. It is increasingly being used in other contexts.Aim. To analyse the factor structure of the ATI.Method. Confirmatory factor analysis.Sample. Inventory responses from over 1,000 university teachers, from 4 different countries an…
How approaches to teaching are affected by discipline and teaching context
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 of Economics and Business Administration and 136 teachers from the University of Oxford and Oxford Br…
Consonance and dissonance in descriptions of teaching of university teachers
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 transmitted information. The aim of the present study is to explore consonance and dissonance in the …
Relations between teachers’ emotions in teaching and their approaches to teaching in higher education
Assessing the impact of a university teaching development programme
Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme rep…
Relations between students' approaches to learning, experienced emotions and outcomes of learning
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 negative emotions (such as anger, boredom, anxiety and shame), are likely to be adopting more of a dee…
Evoked prior learning experience and approach to learning as predictors of academic achievement
Background. In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these r…
Higher education teachers’ professional learning
The role of informal conversations in developing university teaching
Within workplace contexts, professionals learn from colleagues by engaging in informal conversations, yet little is known about the contribution these types of conversations make to how academics develop as teachers. Taking a socio-cultural perspective, this article reports on the experience of mid-career academics in conversations about teaching within their departmental contexts. This study drew on semi-structured interviews with 24 academic st…
Psychology (22 works) · Evaluation of Teaching Practices (21 works) · Mathematics education (21 works) · Pedagogy (17 works) · Higher education (12 works) · Teaching method (12 works) · Computer Science (11 works) · Online and Blended Learning (8 works) · Social Psychology (8 works) · Political science (7 works)