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Students’ approaches to learning and teachers’ approaches to teaching in higher education

Richardson, John T. E. (2005). Students’ approaches to learning and teachers’ approaches to teaching in higher education. Educational Psychology, 25(6) pp. 673–680.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/01443410500344720
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Abstract

Research into learning and teaching in higher education over the last 25 years has provided a variety of concepts, methods, and findings that are of both theoretical interest and practical relevance. It has revealed the relationships between students' approaches to studying, their conceptions of learning, and their perceptions of their academic context. It has revealed the relationships between teachers' approaches to teaching, their conceptions of teaching, and their perceptions of the teaching environment. And it has provided a range of tools that can be exploited for developing our understanding of learning and teaching in particular contexts and for assessing and enhancing the student experience on specific courses and programs.

Item Type: Journal Item
ISSN: 0144-3410
Extra Information: Reprinted in Kevin Wheldall (Ed.), Developments in Educational Psychology: How Far Have We Come in 25 Years? London: Routledge
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 11509
Depositing User: Users 9 not found.
Date Deposited: 28 Aug 2008 08:24
Last Modified: 02 May 2018 12:52
URI: http://oro.open.ac.uk/id/eprint/11509
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