DSpace Repository

Why is my design not working? the role of student factors

Show simple item record

dc.contributor.author Balasooriyaa, C.D.
dc.contributor.author Tetik, Cihat
dc.contributor.author Harrisc, P.
dc.date.accessioned 2019-08-16T12:03:35Z
dc.date.available 2019-08-16T12:03:35Z
dc.date.issued 2011
dc.identifier.issn 0267-1522
dc.identifier.uri https://hdl.handle.net/11499/5994
dc.identifier.uri https://doi.org/10.1080/02671522.2011.561978
dc.description.abstract This paper brings together the findings of a series of studies that explored the impact of curricular changes on students' approaches to learning. The findings, which were initially surprising, are confirmed by the identification of similar patterns across four different medical educational programmes within Australia and Sri Lanka. The four studies reported in this paper utilised similar methods to examine how students' approaches to learning change in response to 'deepapproach-enhancing' educational programmes. The studies used the R-SPQ-2F questionnaire to measure students' approaches to learning scores before and after students had experienced 'deep-approach-enhancing' educational programmes. Students were asked to use a unique identifier, which allowed comparison of each individual student's approach scores before and after the relevant educational programme. Cluster analysis was performed on the data, and this revealed four patterns of change of deep approach scores. The patterns were similar (although not identical) across the four studies. A significant finding was that while a proportion of students responded by changing to deeper approaches (as expected), a similar proportion of students responded by changing to more surface approaches. The finding that a significant proportion of students adopted surface approaches in response to a 'deep-enhancing' context is of some concern. This paper focuses on this subgroup of students, and explores possible factors that might relate to this unexpected response. From a theoretical perspective, the findings provide a new insight into the current theory of students' approaches to learning by demonstrating a complex pattern of student response. The findings that a subgroup of students respond in ways contrary to that suggested by current educational theory, and the identification of features that characterise this subgroup are significant contributions to the literature. From a practical perspective, the findings have significant implications for designers of educational programmes who are aiming to foster deep approaches in their students.© 2011 Taylor & Francis. en_US
dc.language.iso en en_US
dc.relation.ispartof Research Papers in Education en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.subject Cross-over phenomenon en_US
dc.subject Paradoxical change of approaches en_US
dc.subject Patterns of change en_US
dc.subject Students' approaches to learning en_US
dc.title Why is my design not working? the role of student factors en_US
dc.type Article en_US
dc.identifier.volume 26 en_US
dc.identifier.issue 2 en_US
dc.identifier.startpage 191
dc.identifier.startpage 191 en_US
dc.identifier.endpage 206 en_US
dc.identifier.doi 10.1080/02671522.2011.561978
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.identifier.scopus 2-s2.0-79957932422 en_US
dc.identifier.wos WOS:000299888600004 en_US

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record