Orientations to Teaching and Their Effect on the Quality of Student Learning

Following interviews with thirty-nine college lecturers, a questionnaire was developed that identifies two orientations to teaching: knowledge transmission and learning facilitation. Departments with high scores on knowledge transmission discouraged students from adopting a deep approach to study. D...

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Vydáno v:The Journal of higher education (Columbus) Ročník 65; číslo 1; s. 58 - 74
Hlavní autoři: Kember, David, Gow, Lyn
Médium: Journal Article
Jazyk:angličtina
Vydáno: Columbus Taylor & Francis 01.01.1994
Ohio State University Press
Témata:
Academic learning
College Faculty
College Instruction
Departments
Education, Higher
Educational environment
Educational Philosophy
Educational research
Educational Strategies
Epistemology
Evaluation
Higher Education
Learning
Learning motivation
Learning procedures
Lecture method (Education)
Lecture method in teaching
Outcomes of education
Questionnaires
Role Perception
Teacher Attitudes
Teacher Characteristics
Teacher Role
Teaching
Teaching methods
Teaching Styles
ISSN:0022-1546, 1538-4640
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Shrnutí:Following interviews with thirty-nine college lecturers, a questionnaire was developed that identifies two orientations to teaching: knowledge transmission and learning facilitation. Departments with high scores on knowledge transmission discouraged students from adopting a deep approach to study. Departments in which learning facilitation predominated seemed less likely to induce surface approaches.
Bibliografie:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0022-1546
1538-4640
DOI:10.1080/00221546.1994.11778474