Meaning, identity and 'motivation
Expanding What Matters in Understanding Learning in Higher Education
Datos Bibliográficos
| ID | 4845809 |
|---|---|
| Autores | Tamsin Haggis (University of Stirling, autor de correspondencia) |
| Año | 2004 |
| Volumen | 29 |
| Número | 3 |
| Páginas | 335-352 |
| Fecha de publicación | 2004-06-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070410001682538 |
| OpenAlex | W2083424328 |
| Idioma | EN |
| Citas recibidas | 17 |
| Referencias citadas | 19 |
It might be expected that the challenges and pressures currently affecting British higher education would be stimulating an atmosphere of analysis and debate in relation to the ‘official discourse’ of mainstream pedagogical theory in higher education. It seems, however, that the literature offers new university teachers a fairly narrow range of conceptual models, a large number of which are centred upon the ‘approaches to learning’/‘conceptions of learning’ model. This article does not seek to argue that this model is not useful. It does, however, argue for the need for a wider range of approaches to thinking about learning in higher education, and it attempts to begin an exploration in this direction. After first looking at some of the difficulties of trying to approach learning as a complex and situated phenomenon, an experimental analytical approach will be outlined which is based on an interpretation of one aspect of complexity theory. This approach will then be used to examine data from a set of interviews carried out with a group of Access students. Finally, some possible implications of this analysis for current framings of higher education learning will be discussed
Epistemology · Higher education · Learning theory · Linguistics · Mainstream · Mathematics education · Pedagogy · Phenomenon · Political science · Situated · Sociology · Computer Science · Evaluation of Teaching Practices · Higher Education Learning Practices · Innovative Education and Learning Practices · Psychology
Black working-class students’ negotiation of boundaries across time and space
Child Sexual Abuse, Links to Later Sexual Exploitation/High-Risk Sexual Behavior, and Prevention/Treatment Programs
The role of engagement in inspiring teaching and learning
Emergent interactions
Good Begets Good
Social motivation and deep approaches to learning
Where now? Questions about assessment from a five-year longitudinal study into learning in higher education
Creativity and Conflict
Becoming a student of English
Sit in the corner and don’t eat the crayons’
Remaining motivated despite the limitations
Conceptual Learning
Pedagogies for diversity
Rethinking 'disadvantage' in higher education
Framing student engagement in higher education
The professional learning of teachers in higher education
Shifting motivational discourses among mainland Chinese students in an English medium tertiary institution in Hong Kong
Radical Constructivism
Expansive Learning at Work
Freire and a Feminist Pedagogy of Difference
Publishing qualitative adult education research
Qualitative Versus Quantitative Research Design
The ‘double face’ of lifelong learning
Breaking the Code
Learner managed learning
Learning Careers
Constructing Images of Ourselves? A Critical Investigation into ‘Approaches to Learning’ Research in Higher Education
Boundaries of Adult Learning
Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning
Situated Learning
| Obras citantes distintas | 17 |
|---|---|
| Citas por año | 0,81 |
| Intervalo de citas | 2005 - 2024 (20) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 15 |