Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning
Bibliographic Data
| ID | 4097675 |
|---|---|
| Authors | Michael Prosser (0000-0002-4974-7776, The University of Sydney), Paul Ramsden (The University of Sydney), Keith Trigwell (University of Oxford), Elaine Martins (0000-0003-0693-9572, Victoria University), Elaine Martin (0000-0002-9918-5281) |
| Year | 2003 |
| Volume | 28 |
| Issue | 1 |
| Pages | 37-48 |
| Publication date | 2003-01-01 |
| 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 | 10.1080/03075070309299 |
| OpenAlex | W2098843405 |
| Language | EN |
| Citations received | 30 |
| References cited | 7 |
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 cluster and factor analyses. In units of study in which students report a higher quality learning experience (deep approaches to learning and perceptions of the learning environment that afford such approaches), the relationship between approaches to teaching and perceptions of the teaching context are consonant and coherent for the more senior teachers. In units of study in which students report a lower quality learning experience (surface approaches and perceptions affording such approaches), the relationship between approaches to teaching and perceptions of the teaching environment are more dissonant and incoherent. There is dissonance in the manner in which many teachers in higher education experience their teaching. When more senior teachers report these dissonant experiences of teaching, their students adopt approaches to learning aimed at reproduction rather than understanding. It thus appears that similar structural relations between aspects of student experiences of learning apply to teachers' experiences of teaching
Cognitive dissonance · Consonance and dissonance · Geography · Higher education · Mathematics education · Pedagogy · Perception · Teaching method · Evaluation of Teaching Practices · Higher Education Governance and Development · Higher Education Practises and Engagement · Psychology · Social Psychology
The relationship between student-centred lectures, emotional intelligence, and study teams
Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program
Teachers’ beliefs and intentions concerning teaching in higher education
Emergent interactions
Teacher agency and generative artificial intelligence
Examining academics’ changing approaches to teaching in response to the pandemic disruption
Initial teacher education seminars and minority ethnic students
Students’ experiences of the value of lectures for their learning
From learner to teacher
Students' self‐report and observed learning orientations in blended university course design
A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching
Unveiling the Synergy
Approaches to teaching in higher education
The Significance of Assignment Feedback
Dynamics of change of academics’ teaching approaches
Academics’ conceptions of assessment and their assessment practices
Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching
Development and validation of a theoretically based, multidimensional questionnaire of student evaluation of university teaching
Exploring Teacher Leadership and the Factors Contributing to It
Seeing through the eyes of a teacher
Variation in academics’ accounts of tutorials
Pedagogical practices promoting the development of wisdom in university students
Differential use of learning strategies in first-year higher education
The Approaches to Teaching Inventory
Consonance and dissonance in descriptions of teaching of university teachers
Profiling approaches to teaching in higher education
Meaning, identity and 'motivation
Fatores mediadores no processo de desenvolvimento profissional de docentes do ensino superior
Diversity in Coherence
Exploring the combined relationships of student and teacher factors on learning approaches and self-directed learning readiness at a Malaysian university
| Unique citing works | 30 |
|---|---|
| Citations per year | 1,36 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 28 |