Radical existentialism meets cognitive science: a review of converging qualitative and quantitative perspectives in research into tertiary students' learning

Abstract

This paper presents an exploration of some research perspectives in student learning in higher education. In this area there is a strong qualitative tradition of researching how students learn in real contexts, as well as quantitative research applying cognitivist models and psychometric instruments to student learning. The paper aims to analyse the points of convergence between these different research paradigms, relating to students' approaches to learning and learning outcomes. The results of this exploration show that from independent origins, within different research paradigms, emerged some remarkably similar ideas relating to students' approaches to learning and learning outcomes. Cross-fertilisation across research programs within and between different paradigms has occurred, which has enriched research into student learning in higher education.