Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education
Bibliographic Data
| ID | 4097357 |
|---|---|
| Authors | David Kember (0000-0002-1134-3741, corresponding author) |
| Year | 2001 |
| Volume | 26 |
| Issue | 2 |
| Pages | 205-221 |
| Publication date | 2001-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070120052116 |
| OpenAlex | W2092729192 |
| Language | EN |
| Citations received | 48 |
| References cited | 20 |
This study interviewed 53 novice or experienced students enrolled in part-time courses in Hong Kong universities. It was found that the attitudes to and ability to cope with study were influenced by a coherent set of beliefs about knowledge and the process of teaching and learning. This belief set was characterised in two broad orientations as didactic/reproductive or facilitative/ transformative. Novice students holding didactic/reproductive beliefs found it difficult to adjust to higher education if the teaching was not expository, as often happened with distance education tutorials. These students also experienced problems with assignments which went beyond the reproduction of material, since these were incompatible with their epistemological beliefs. The conclusion is that courses should aim to help students make the difficult transition to the belief orientation of the more experienced students as a means of assimilating students into higher education. [Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03075070120052116]
Higher education · Mathematics education · Pedagogy · Political science · Teaching method · Transformative learning · Computer Science · Educational Strategies and Epistemologies · Educational Theory and Curriculum Studies · Evaluation of Teaching Practices · Online and Blended Learning · Psychology · Student Assessment and Feedback
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| Unique citing works | 28 |
|---|---|
| Citations per year | 2 |
| Citation span | 2002 - 2025 (24) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 32 |