Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/8126
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dc.contributor.authorQuinn, Francesen
dc.date.accessioned2011-07-22T09:14:00Z
dc.date.issued2011en
dc.identifier.citationResearch in Science Education, 41(1), p. 99-121en
dc.identifier.issn0157-244Xen
dc.identifier.issn1573-1898en
dc.identifier.urihttps://hdl.handle.net/1959.11/8126en
dc.description.abstractThis 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.en
dc.languageenen
dc.publisherSpringeren
dc.relation.ispartofResearch in Science Educationen
dc.titleLearning in First-Year Biology: Approaches of Distance and On-Campus Studentsen
dc.typeJournal Articleen
dc.identifier.doi10.1007/s11165-009-9148-7en
dc.subject.keywordsScience, Technology and Engineering Curriculum and Pedagogyen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
dc.subject.keywordsHigher Educationen
local.contributor.firstnameFrancesen
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.for2008130103 Higher Educationen
local.subject.for2008130212 Science, Technology and Engineering Curriculum and Pedagogyen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930299 Teaching and Instruction not elsewhere classifieden
local.subject.seo2008930201 Pedagogyen
local.profile.schoolSchool of Educationen
local.profile.emailfquinn@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20110320-131038en
local.publisher.placeThe Netherlandsen
local.format.startpage99en
local.format.endpage121en
local.peerreviewedYesen
local.identifier.volume41en
local.identifier.issue1en
local.title.subtitleApproaches of Distance and On-Campus Studentsen
local.contributor.lastnameQuinnen
dc.identifier.staffune-id:fquinnen
local.profile.orcid0000-0002-3144-3416en
local.profile.roleauthoren
local.identifier.unepublicationidune:8301en
dc.identifier.academiclevelAcademicen
local.title.maintitleLearning in First-Year Biologyen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.description.statisticsepubsVisitors: 106<br />Views: 116<br />Downloads: 1en
local.search.authorQuinn, Francesen
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School of Education
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