Teacher-learners' conceptions of learning: evidence of a "communalist" conception amongst postgraduate learners

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dc.contributor.authorCliff, Alan F
dc.date.accessioned2014-12-08T11:25:39Z
dc.date.available2014-12-08T11:25:39Z
dc.date.issued1998
dc.descriptionThe final publication is available at Springer via http://dx.doi.org/10.1023/A:1003021132510.
dc.description.abstractRecently, research on mature students' approaches to learning, conducted within a students'-experiences-of-learning framework, has suggested that these students tend towards being deep-level learners. The studies reported in this paper were focused on the self-reported conceptions of learning of a group of mature students enrolled in a postgraduate degree course. A primary aim of these studies was to assess the extent to which these students reported "sophisticated" conceptions of learning, as might be expected from mature, postgraduate learners. A secondary focus was to assess the extent to which academic context might be said to have influenced learning conceptions over time. The studies suggest that, for this sample of students, quantitative conceptions appear to predominate. In addition, a conception of learning that does not appear to "fit" within the conceptual model used to assess these conceptions is presented and discussed. Empirical data suggesting the stability of these learning conceptions over time is discussed in the light of its implications for teaching on postgraduate degree programmes where students appear to hold quantitative conceptions of learning. But the paper also argues for the need for further research into a conception which holds that learning is a moral obligation or service to a community.en_ZA
dc.identifier.apacitationCliff, A. F. (1998). Teacher-learners' conceptions of learning: evidence of a "communalist" conception amongst postgraduate learners. <i>Higher Education </i>, http://hdl.handle.net/11427/9912en_ZA
dc.identifier.chicagocitationCliff, Alan F "Teacher-learners' conceptions of learning: evidence of a "communalist" conception amongst postgraduate learners." <i>Higher Education </i> (1998) http://hdl.handle.net/11427/9912en_ZA
dc.identifier.citationCliff, A. 1998. Teacher-learners' conceptions of learning: evidence of a "communalist" conception amongst postgraduate learners. Higher Education .en_ZA
dc.identifier.issn 0018-1560en_ZA
dc.identifier.ris TY - Journal Article AU - Cliff, Alan F AB - Recently, research on mature students' approaches to learning, conducted within a students'-experiences-of-learning framework, has suggested that these students tend towards being deep-level learners. The studies reported in this paper were focused on the self-reported conceptions of learning of a group of mature students enrolled in a postgraduate degree course. A primary aim of these studies was to assess the extent to which these students reported "sophisticated" conceptions of learning, as might be expected from mature, postgraduate learners. A secondary focus was to assess the extent to which academic context might be said to have influenced learning conceptions over time. The studies suggest that, for this sample of students, quantitative conceptions appear to predominate. In addition, a conception of learning that does not appear to "fit" within the conceptual model used to assess these conceptions is presented and discussed. Empirical data suggesting the stability of these learning conceptions over time is discussed in the light of its implications for teaching on postgraduate degree programmes where students appear to hold quantitative conceptions of learning. But the paper also argues for the need for further research into a conception which holds that learning is a moral obligation or service to a community. DA - 1998 DB - OpenUCT DP - University of Cape Town J1 - Higher Education  LK - https://open.uct.ac.za PB - University of Cape Town PY - 1998 SM -  0018-1560 T1 - Teacher-learners' conceptions of learning: evidence of a "communalist" conception amongst postgraduate learners TI - Teacher-learners' conceptions of learning: evidence of a "communalist" conception amongst postgraduate learners UR - http://hdl.handle.net/11427/9912 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9912
dc.identifier.vancouvercitationCliff AF. Teacher-learners' conceptions of learning: evidence of a "communalist" conception amongst postgraduate learners. Higher Education . 1998; http://hdl.handle.net/11427/9912.en_ZA
dc.languageengen_ZA
dc.publisherSpringeren_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceHigher Education en_ZA
dc.source.urihttp://link.springer.com/article/10.1023%2FA%3A1003021132510
dc.titleTeacher-learners' conceptions of learning: evidence of a "communalist" conception amongst postgraduate learnersen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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