Student Learning in Higher Education
Seiten
2020
Routledge (Verlag)
978-1-138-33411-3 (ISBN)
Routledge (Verlag)
978-1-138-33411-3 (ISBN)
Originally published in 1981 Student Learning in Higher Education fills an important gap by bringing discussing the curricular implications for staff who wish to assist their students to see meaning their studies.
Originally published in 1981 Student Learning in Higher Education fills an important gap by bringing together in a concise and readable form, research from Britain, the USA and elsewhere, and by discussing the curricular implications for staff who wish to assist their students to see meaning in their studies. It focuses on issues of general relevance, explores major research questions and outlines different methodologies and approaches. It discusses what is meant by ‘meaningful’ learning and describes typical learning tasks encountered by arts and science students. It looks at how students decide what to study on a course and how assessment demands shape both their perceptions of what should be learned, and their study behaviour. As well as considering the ways in which students change and develop over their years in college, the book also discusses the relative importance of teaching and informal influences, such as the student peer group. This book attempts to provide a ‘state of the art’ review of the literature in a field of central concern for all who prepare students for, or work within, higher education.
Originally published in 1981 Student Learning in Higher Education fills an important gap by bringing together in a concise and readable form, research from Britain, the USA and elsewhere, and by discussing the curricular implications for staff who wish to assist their students to see meaning in their studies. It focuses on issues of general relevance, explores major research questions and outlines different methodologies and approaches. It discusses what is meant by ‘meaningful’ learning and describes typical learning tasks encountered by arts and science students. It looks at how students decide what to study on a course and how assessment demands shape both their perceptions of what should be learned, and their study behaviour. As well as considering the ways in which students change and develop over their years in college, the book also discusses the relative importance of teaching and informal influences, such as the student peer group. This book attempts to provide a ‘state of the art’ review of the literature in a field of central concern for all who prepare students for, or work within, higher education.
John Wilson
Acknowledgments Introduction 1. Approaches to the Study of Student Learning 2. The Nature and Process of Student Learning 3. The Context of Teaching and Learning 4. The Moral and Intellectual Development of the Student 5. Learning From Other Students 6. Approaches to Learning 7. Learning and Understanding Complex Ideas 8. Learning and Cognitive Style 9. Models of Student Learning 10. Implications for Improving Learning, Teaching and Assessment Suggested Further Reading Bibliography Index
| Erscheinungsdatum | 01.05.2020 |
|---|---|
| Reihe/Serie | Routledge Library Editions: Higher Education |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 138 x 216 mm |
| Gewicht | 249 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| ISBN-10 | 1-138-33411-1 / 1138334111 |
| ISBN-13 | 978-1-138-33411-3 / 9781138334113 |
| Zustand | Neuware |
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