Students learning-approach profiles in relation to their university experience and success
Journal Article
2008
Permanent link to this Item
Authors
Journal Title
Teaching in Higher Education
Link to Journal
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Publisher
University of Cape Town
Department
License
Series
Abstract
What is the connection between student success and their approaches to learning? Do learning approaches develop with university experience? We explored these questions by constructing profiles using a specially developed fixed response instrument and administering this to students at two similar South African universities. Groups consisted of access course applicants, access course students, and first and second year mainstream chemistry students. Successful senior students showed more sophisticated approaches to learning than other groups. Unsuccessful students fell into two different categories: those using a surface approach, and predominantly first generation tertiary students who used deep approaches. We discuss possible reasons for the latter group's lack of success. These findings raise questions for academic development practitioners advocating the use of deep approaches. The instrument was found to be useful for both diagnostic and pedagogic purposes.
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 18 September 2008, available online: http://www.tandfonline.com/10.1080/13562510701792286.
Reference:
Rollnick, M., Davidowitz, B., Keane, M., Bapoo, A., Magadla, L. 2008. Students learning-approach profiles in relation to their university experience and success. Teaching in Higher Education.