Richardson, John T. E.
|DOI (Digital Object Identifier) Link:||https://doi.org/10.1080/01443410500344720|
|Google Scholar:||Look up in Google Scholar|
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 Article|
|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 Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 9 not found.|
|Date Deposited:||28 Aug 2008 08:24|
|Last Modified:||07 Feb 2017 11:16|
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