Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/12977
Title: Relationships between learning approaches and outcomes of students studying a first-year biology topic on-campus and by distance
Contributor(s): Quinn, Frances  (author)orcid ; Stein, Sarah (author)
Publication Date: 2013
DOI: 10.1080/07294360.2012.704902
Handle Link: https://hdl.handle.net/1959.11/12977
Abstract: This study investigates the relationship between learning approach and outcome for distance and on-campus first-year biology students. It uses a topic-specific version of the Study Process Questionnaire, recent articulations of the Structure of Observed Learning Outcome (SOLO) model and individual interviews. Deep approaches were related to better quality SOLO categories of learning outcomes, but many students appeared to adopt a mix of surface and deep approaches to learning, or used little of either, and demonstrated poor quality learning outcomes. A strong approach/outcome relationship was not evident for the younger on-campus cohort. It is argued that these results highlight the need to look beyond learning approaches towards more multidimensional and integrative perspectives of student learning.
Publication Type: Journal Article
Source of Publication: Higher Education Research & Development, 32(4), p. 617-631
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 0729-4360
1469-8366
Field of Research (FoR) 2008: 130309 Learning Sciences
130212 Science, Technology and Engineering Curriculum and Pedagogy
130103 Higher Education
Field of Research (FoR) 2020: 390409 Learning sciences
390408 Learning analytics
390113 Science, technology and engineering curriculum and pedagogy
390303 Higher education
Socio-Economic Objective (SEO) 2008: 930101 Learner and Learning Achievement
930201 Pedagogy
930102 Learner and Learning Processes
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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