Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments.

Autor/inn/en	Entwistle, Noel; Tait, Hilary
Titel	Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments.
Quelle	In: Higher education, (1990) 2, S.169-194Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/BF00137106
Schlagwörter	High Education; Direct Effect; Effective Teaching; Deep Approach; Academic Environment
Abstract	Abstract Previous research has demonstrated that the academic environments provided by departments in higher education have direct effects on students' approaches to studying. But other studies have indicated that these effects are mediated by the students' own perceptions of those environments. Here two studies are reported which explore the relationships between approaches to learning, or study orientations, and perceptions of the academic environment. Those perceptions are measured in two distinct ways, one which minimises the effects of differential perceptions, and one which highlights them. Factor analyses of the responses of three groups of students taking engineering and psychology are used to clarify the nature of the relationships between study orientations and perceptions of the academic environment. It is found, as in earlier studies, that there are relationships which associate deep approaches with perceptions of relevance, and surface approaches with a heavy workload. But here it is also shown that students with contrasting study orientations are likely to define effective teaching in ways which reflect those orientations. Implications both for the design of feedback questionnaires and for the improvement of teaching and learning in higher education are discussed.
Erfasst von	OLC
Update	2023/2/05