Kindling fires: examining the potential for cumulative learning in a journalism curriculum

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dc.contributor.authorKilpert, Leighen_ZA
dc.contributor.authorShay, Suellenen_ZA
dc.date.accessioned2014-07-29T08:37:34Z
dc.date.available2014-07-29T08:37:34Z
dc.date.issued2013en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in higher education on 27 April 2012, available online: http://www.tandfonline.com/10.1080/13562517.2012.678326.en_ZA
dc.description.abstractThis study investigated context-dependency of learning as an indicator for students’ potential to continue learning after graduation. We used Maton’s theoretical concepts of 'cumulative' and 'egmented' learning, and 'semantic gravity', to look for context-independent learning in students' assessments in a Journalism curriculum. We postulated whether the curriculum constrained or enabled cumulative learning. Students' responses to assessments were coded by their degree of context-dependency, or semantic gravity. We found that, firstly, students are overly successful in producing context-dependent answers but struggle to deliver context-independent responses. Secondly, students were not effective when they used higher level knowledge principles without the foundation of lower level ones. Lastly, the marking criteria were encouraging markers to reward context-dependent answers over context-independent ones. This study has implications for educators interested in curriculum design that enables cumulative learning in discipline specific contexts.en_ZA
dc.identifier.apacitationKilpert, L., & Shay, S. (2013). Kindling fires: examining the potential for cumulative learning in a journalism curriculum. <i>Teaching in Higher Education</i>, http://hdl.handle.net/11427/3340en_ZA
dc.identifier.chicagocitationKilpert, Leigh, and Suellen Shay "Kindling fires: examining the potential for cumulative learning in a journalism curriculum." <i>Teaching in Higher Education</i> (2013) http://hdl.handle.net/11427/3340en_ZA
dc.identifier.citationKilpert, L., Shay, S. 2013. Kindling fires: examining the potential for cumulative learning in a journalism curriculum. Teaching in Higher Education.en_ZA
dc.identifier.issn1470-1294en_ZA
dc.identifier.ris TY - Journal Article AU - Kilpert, Leigh AU - Shay, Suellen AB - This study investigated context-dependency of learning as an indicator for students’ potential to continue learning after graduation. We used Maton’s theoretical concepts of 'cumulative' and 'egmented' learning, and 'semantic gravity', to look for context-independent learning in students' assessments in a Journalism curriculum. We postulated whether the curriculum constrained or enabled cumulative learning. Students' responses to assessments were coded by their degree of context-dependency, or semantic gravity. We found that, firstly, students are overly successful in producing context-dependent answers but struggle to deliver context-independent responses. Secondly, students were not effective when they used higher level knowledge principles without the foundation of lower level ones. Lastly, the marking criteria were encouraging markers to reward context-dependent answers over context-independent ones. This study has implications for educators interested in curriculum design that enables cumulative learning in discipline specific contexts. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - Teaching in Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM - 1470-1294 T1 - Kindling fires: examining the potential for cumulative learning in a journalism curriculum TI - Kindling fires: examining the potential for cumulative learning in a journalism curriculum UR - http://hdl.handle.net/11427/3340 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3340
dc.identifier.vancouvercitationKilpert L, Shay S. Kindling fires: examining the potential for cumulative learning in a journalism curriculum. Teaching in Higher Education. 2013; http://hdl.handle.net/11427/3340.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceTeaching in Higher Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/13562517.2012.678326
dc.subject.othercumulative and segmented learningen_ZA
dc.subject.othercontext-independent knowledgeen_ZA
dc.subject.othersemantic gravityen_ZA
dc.subject.othercurriculum developmenten_ZA
dc.subject.otherassessmenten_ZA
dc.titleKindling fires: examining the potential for cumulative learning in a journalism curriculumen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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