Seven key concepts in teaching and learning
The field of higher education research has developed as an eclectic mix of theories and concepts brought in from the home disciplines of its researchers, typically psychology, sociology and philosophy. Consequently, those new to the literature can find it difficult to determine what is central and what is peripheral to the field.
A recent article (Kandlbiner, 2013) attempts to make the task easier by identifying seven influential researchers and their key concepts. The list below is a summary of these findings:
Ference Marton (1976): surface and deep approaches to learning
Students use two approaches when they go about their learning: a surface and a deep approach to learning. A surface approach is where students demonstrate a reproductive conception of learning and tend to use surface level processing, such as memorising the text. The second, deep approach to learning, is distinguished from the surface approach in terms of endurance and transferability.
Noel Entwistle (1983): strategic approach to learning
In an extension of the distinction between a deep and surface approach to learning, students demonstrate three approaches: the third being a strategic or achieving approach to learning. Adopting a strategic or achieving approach involves students choosing their learning strategy to maximise the chances of academic success, usually defined as maximising their course marks.
John Biggs (1999): constructive alignment
Aligning learning outcomes of a course, teaching and learning activities and assessment will promote a deep rather than a surface approach to learning. Greater ‘constructive’ alignment in the curriculum is important for ensuring compatibility within the curriculum and higher order cognitive thinking.
Paul Ramsden (1992): approaches to learning vary in different learning contexts
Students adopt different approaches to learning in different subjects and tasks and they adopt deeper approaches in those subjects that interest them and in which they are motivated.
Keith Trigwell (1999): conceptions of teaching influence teaching strategies
There is a link between how teachers approach their teaching and the ways their students approach their learning, but not the resulting learning outcomes.
Ronald Barnett (1997): critical thinking
A three-level model which illustrates different ways for understanding critical thinking. A critical being is someone with three dimensions – critical reason, critical self-reflection and critical action.
Michael Prosser (1999): teaching approaches change according to context; teachers’ beliefs
Two concepts:
• teaching approaches change according to context
• some beliefs of teaching lead to higher quality outcomes.
References
Barnett , R. 1997 . Higher education: A critical business , Buckingham : Society for Research into Higher Education & Open University Press
Biggs , J.B. 1999 . Teaching for quality learning at university , Buckingham : Society for Research into Higher Education & Open University Press
Entwistle , N.J. and Ramsden , P. 1983 . Understanding student learning , London : Croom Helm
Kandlbinder, P (2013): Signature concepts of key researchers in higher education teaching and learning, Teaching in Higher Education, 18:1, 1-12
Marton , F. and Säljö , R. 1976 . On qualitative differences in learning. I. Outcome and process . British Journal of Educational Psychology , 46 : 4 – 11
Prosser , M. and Trigwell , K. 1999 . Understanding learning and teaching: The experience in higher education , Buckingham : Open University Press
Ramsden , P. 1992 . Learning to teach in higher education , London : Routledge
Trigwell , K. , Prosser , M. and Waterhouse , F. 1999 . Relations between teachers approaches to teaching and students approaches to learning . Higher Education , 37 : 57 – 70