Learning in First-Year Biology: Approaches of Distance and On-Campus Students

Title
Learning in First-Year Biology: Approaches of Distance and On-Campus Students
Publication Date
2011
Author(s)
Quinn, Frances
( author )
OrcID: https://orcid.org/0000-0002-3144-3416
Email: fquinn@une.edu.au
UNE Id une-id:fquinn
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Springer Netherlands
Place of publication
Netherlands
DOI
10.1007/s11165-009-9148-7
UNE publication id
une:8301
Abstract
This paper aims to extend previous research into learning of tertiary biology, by exploring the learning approaches adopted by two groups of students studying the same first-year biology topic in either on-campus or off-campus "distance" modes. The research involved 302 participants, who responded to a topic-specific version of the Study Process Questionnaire, and in-depth interviews with 16 of these students. Several quantitative analytic techniques, including cluster analysis and Rasch differential item functioning analysis, showed that the younger, on-campus cohort made less use of deep approaches, and more use of surface approaches than the older, off-campus group. At a finer scale, clusters of students within these categories demonstrated different patterns of learning approach. Students' descriptions of their learning approaches at interview provided richer complementary descriptions of the approach they took to their study in the topic, showing how deep and surface approaches were manifested in the study context. These findings are critically analysed in terms of recent literature questioning the applicability of learning approaches theory in mass education, and their implications for teaching and research in undergraduate biology.
Link
Citation
Research in Science Education, 41(1), p. 99-121
ISSN
1573-1898
0157-244X
Start page
99
End page
121

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