Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education

Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education

• Kember, David Hong Kong Polytechnic University

Studies in Higher Education, 26(2), 205-221, 2001

Routledge

2001

• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

Beliefs College Students Epistemology Foreign Countries Higher Education Learning Student Adjustment Student Attitudes Student Experience Teaching Methods Transformative Learning Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

This study interviewed 53 novice or experienced students enrolled in part-time courses in Hong Kong universities. It was found that the attitudes to and ability to cope with study were influenced by a coherent set of beliefs about knowledge and the process of teaching and learning. This belief set was characterised in two broad orientations as didactic/reproductive or facilitative/ transformative. Novice students holding didactic/reproductive beliefs found it difficult to adjust to higher education if the teaching was not expository, as often happened with distance education tutorials. These students also experienced problems with assignments which went beyond the reproduction of material, since these were incompatible with their epistemological beliefs. The conclusion is that courses should aim to help students make the difficult transition to the belief orientation of the more experienced students as a means of assimilating students into higher education.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075070120052116]

• 英文

期刊論文

• 03075079

• 10.1080/03075070120052116

https://bibliography.lib.eduhk.hk/tc/bibs/e830a371

2010-09-06