Focusing on first year assessment: Surface or deep approaches to learning?

The chapter discusses the background of a project which aimed at addressing the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consisted of active learning skills which are widely used in language learning. The disciplines covered by the project were Biology, Chemistry and Physics and involved the University of Canberra, University of Sydney, University of Tasmania, University of Technology, Sydney, and University of Newcastle in Australia. This project was funded by the Australian Learning and Teaching Council (ALTC).

Download Full-text

Approaches to Learning: Does Medical School Attract Students with the Motivation to Go Deeper?

Education Sciences ◽

10.3390/educsci10110302 ◽

2020 ◽

Vol 10 (11) ◽

pp. 302

Author(s):

Kylie J. Mansfield ◽

Gregory E. Peoples ◽

Lyndal Parker-Newlyn ◽

Danielle Skropeta

Keyword(s):

Medical Students ◽

Goal Orientation ◽

Approaches To Learning ◽

First Year ◽

Learning Approaches ◽

Science Students ◽

Graduate Entry ◽

Learning Goal ◽

Learning Goal Orientation ◽

Graduate Entry Medicine

Graduate-entry, following a science degree, is the preferred pathway into many medical schools, however little is known about how the learning approaches of medical students compare to those of science students. This study compared the learning approaches and achievement orientations of science students with those aiming to enter graduate-entry medicine programs. The two factor study process questionnaire and the achievement goal orientation survey were used to compare students in; stage one: third year science students (n = 86) to graduate-entry medicine students (n = 158); stage two: applicants to graduate medicine (n = 84); stage three: first year science students (n = 363) to first year pre-medicine students (n = 68). Medical students and applicants to medicine demonstrated a greater preference for deep learning than third year science students (p < 0.0001). Pre-medicine students were similar to medical students. Medical students, applicants to medicine and pre-medicine students also all had a greater preference for a learning goal orientation. The preference for a deeper approach to learning and stronger learning goal orientation in students enrolled in medicine or aiming to gain entry to graduate medicine indicates a motivation towards the acquisition of knowledge. Medical educators need to ensure that students continue to develop positive and beneficial styles of learning to assist them to develop into life-long learners.

Download Full-text

Action research and reflection on student approaches to learning in large first year university classes

The Australian Educational Researcher ◽

10.1007/bf03246292 ◽

2008 ◽

Vol 35 (3) ◽

pp. 111-134 ◽

Cited By ~ 15

Author(s):

Carmel Herington ◽

Scott Weaven

Keyword(s):

Action Research ◽

Approaches To Learning ◽

First Year ◽

Student Approaches To Learning ◽

First Year University

Download Full-text

Becoming a student of English: Students’ experiences of transition into the first year

Arts and Humanities in Higher Education ◽

10.1177/1474022216628303 ◽

2016 ◽

Vol 17 (2) ◽

pp. 185-203 ◽

Cited By ~ 6

Author(s):

Emily Alder

Keyword(s):

Identity Formation ◽

Institutional Environment ◽

English Literature ◽

Critical Time ◽

Approaches To Learning ◽

First Year ◽

Academic Literacies ◽

First Year Students ◽

New Students ◽

Uk Higher Education

This study explored the transition to university as experienced by first-year students of English studies. The first year has been identified by existing research as a critical time for new students in terms of their persistence and success on their degree programme. However, there is a need for further research in the current UK higher education climate, especially within subject disciplines. Attempts to account for successful transition have investigated students’ social integration, the institutional environment, and theories of approaches to learning. In particular, the study drew on research into academic socialisation and academic literacies to examine students’ accounts of joining first year and their development of student identities. While describing anxieties and concerns about adjusting to the new practices and discourses of English literature at university level, students’ identification with their chosen subject appeared closely implicated in their engagement with university study and their academic identity formation. The study adopted a phenomenographic methodology suited to suggesting interpretative narratives of the experiences of small groups of participants.

Download Full-text