Please use this identifier to cite or link to this item: https://hdl.handle.net/11499/5994
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dc.contributor.authorBalasooriyaa, C.D.-
dc.contributor.authorTetik, Cihat-
dc.contributor.authorHarrisc, P.-
dc.date.accessioned2019-08-16T12:03:35Z
dc.date.available2019-08-16T12:03:35Z
dc.date.issued2011-
dc.identifier.issn0267-1522-
dc.identifier.urihttps://hdl.handle.net/11499/5994-
dc.identifier.urihttps://doi.org/10.1080/02671522.2011.561978-
dc.description.abstractThis paper brings together the findings of a series of studies that explored the impact of curricular changes on students' approaches to learning. The findings, which were initially surprising, are confirmed by the identification of similar patterns across four different medical educational programmes within Australia and Sri Lanka. The four studies reported in this paper utilised similar methods to examine how students' approaches to learning change in response to 'deepapproach-enhancing' educational programmes. The studies used the R-SPQ-2F questionnaire to measure students' approaches to learning scores before and after students had experienced 'deep-approach-enhancing' educational programmes. Students were asked to use a unique identifier, which allowed comparison of each individual student's approach scores before and after the relevant educational programme. Cluster analysis was performed on the data, and this revealed four patterns of change of deep approach scores. The patterns were similar (although not identical) across the four studies. A significant finding was that while a proportion of students responded by changing to deeper approaches (as expected), a similar proportion of students responded by changing to more surface approaches. The finding that a significant proportion of students adopted surface approaches in response to a 'deep-enhancing' context is of some concern. This paper focuses on this subgroup of students, and explores possible factors that might relate to this unexpected response. From a theoretical perspective, the findings provide a new insight into the current theory of students' approaches to learning by demonstrating a complex pattern of student response. The findings that a subgroup of students respond in ways contrary to that suggested by current educational theory, and the identification of features that characterise this subgroup are significant contributions to the literature. From a practical perspective, the findings have significant implications for designers of educational programmes who are aiming to foster deep approaches in their students.© 2011 Taylor & Francis.en_US
dc.language.isoenen_US
dc.relation.ispartofResearch Papers in Educationen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCross-over phenomenonen_US
dc.subjectParadoxical change of approachesen_US
dc.subjectPatterns of changeen_US
dc.subjectStudents' approaches to learningen_US
dc.titleWhy is my design not working? the role of student factorsen_US
dc.typeArticleen_US
dc.identifier.volume26en_US
dc.identifier.issue2en_US
dc.identifier.startpage191
dc.identifier.startpage191en_US
dc.identifier.endpage206en_US
dc.identifier.doi10.1080/02671522.2011.561978-
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.scopus2-s2.0-79957932422en_US
dc.identifier.wosWOS:000299888600004en_US
dc.identifier.scopusqualityQ1-
dc.ownerPamukkale University-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeArticle-
item.fulltextNo Fulltext-
item.languageiso639-1en-
item.grantfulltextnone-
item.cerifentitytypePublications-
crisitem.author.dept14.01. Surgical Medicine-
Appears in Collections:Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
Tıp Fakültesi Koleksiyonu
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection
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