A Framework for Transition: Supporting 'Learning to Learn' in Higher Education
In this paper, a framework for developing first‐year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficien...
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| Published in | Higher education quarterly Vol. 61; no. 3; pp. 391 - 405 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.07.2007
Blackwell Publishing |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0951-5224 1468-2273 |
| DOI | 10.1111/j.1468-2273.2007.00361.x |
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| Abstract | In this paper, a framework for developing first‐year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject‐specific approach is needed to support all students in the complex process of learning to learn in higher education. The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning.
As the framework relies on the engagement of academic teachers, it is critical that university managers and policy makers give appropriate recognition to effective teaching. This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers' commitment to student learning. |
|---|---|
| AbstractList | In this paper, a framework for developing first‐year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject‐specific approach is needed to support all students in the complex process of learning to learn in higher education. The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning.
As the framework relies on the engagement of academic teachers, it is critical that university managers and policy makers give appropriate recognition to effective teaching. This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers' commitment to student learning. In this paper, a framework for developing first-year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant 'skills' approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject-specific approach is needed to support all students in the complex process of learning to learn in higher education. The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning. As the framework relies on the engagement of academic teachers, it is critical that university managers and policy makers give appropriate recognition to effective teaching. This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers' commitment to student learning. Adapted from the source document. In this paper, a framework for developing first-year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant "skills" approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject-specific approach is needed to support all students in the complex process of learning to learn in higher education. The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning. As the framework relies on the engagement of academic teachers, it is critical that university managers and policy makers give appropriate recognition to effective teaching. This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers' commitment to student learning. In this paper, a framework for developing first-year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant 'skills' approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject-specific approach is needed to support all students in the complex process of learning to learn in higher education. The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning. As the framework relies on the engagement of academic teachers, it is critical that university managers and policy makers give appropriate recognition to effective teaching. This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers' commitment to student learning. [PUBLICATION ABSTRACT] |
| Audience | Higher Education |
| Author | Wingate, Ursula |
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| References_xml | – reference: Kember, D. (1997) A Reconceptualisation of the Research into University Academics' Conceptions of Teaching. Learning and Instruction, 7 (3), pp. 255-275. – reference: Fallows, S. and Steven, C. (eds.) (2000) Integrating Key Skills in Higher Education. London: Kogan Page. – reference: Brew, A. (2003) Teaching and Research: New Relationships and Their Implications for Inquiry-Based Teaching and Learning in Higher Education. Higher Education Research and Development, 22 (1), pp. 3-18. – reference: Rawson, M. (2000) Learning to Learn: More than a Skill Set. Studies in Higher Education, 25 (2), pp. 225-238. – reference: Fazey, D. and Fazey, J. (2001) The Potential for Autonomy in Learning: Perceptions of Competence, Motivation and Locus of Control in First-Year Undergraduate Students. Studies in Higher Education, 26 (3), pp. 345-361. – reference: Lillis, T. (2001) Student Writing. 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A Comparison of Essay Writing by Students from Arts and Science Backgrounds publication-title: Studies in Higher Education – volume: 25 start-page: 225 issue: 2 year: 2000 end-page: 238 article-title: Learning to Learn: More than a Skill Set publication-title: Studies in Higher Education – ident: e_1_2_10_5_1 doi: 10.1080/0729436032000056571 – ident: e_1_2_10_10_1 doi: 10.1177/14697874030043003 – ident: e_1_2_10_25_1 doi: 10.1080/1356251032000052429 – ident: e_1_2_10_24_1 doi: 10.1080/03075070120052071 – volume: 11 start-page: 182 issue: 3 year: 1998 ident: e_1_2_10_20_1 article-title: Student Writing in Higher Education: an Academic Literacies Approach publication-title: Studies in Higher Education – volume-title: Skills Development in Higher Education and Employment year: 2000 ident: e_1_2_10_2_1 – ident: e_1_2_10_28_1 doi: 10.4324/9780203507711 – ident: e_1_2_10_19_1 doi: 10.1177/1469787405059575 – ident: e_1_2_10_26_1 doi: 10.1080/03075070500249153 – ident: e_1_2_10_29_1 doi: 10.1080/713696137 – ident: e_1_2_10_33_1 doi: 10.1080/07294360123640 – ident: e_1_2_10_9_1 doi: 10.1177/1469787402003001003 – ident: e_1_2_10_27_1 doi: 10.1111/1468-2273.00100 – ident: e_1_2_10_15_1 doi: 10.1080/13562510220144798a – volume-title: Improving Student Learning – through Assessment and Evaluation year: 1994 ident: e_1_2_10_14_1 – volume-title: Leaving College: Rethinking the Causes and Cures of Student Attrition year: 1993 ident: e_1_2_10_31_1 – start-page: 91 volume-title: Access, Participation and Higher Education year: 2002 ident: e_1_2_10_22_1 – ident: e_1_2_10_3_1 doi: 10.1080/0260293960210101 – ident: e_1_2_10_6_1 doi: 10.1007/978-1-137-07094-4 – ident: e_1_2_10_8_1 doi: 10.1108/09684889810200359 – volume-title: Improving Student Achievement in English Higher Education. 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| Snippet | In this paper, a framework for developing first‐year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two... In this paper, a framework for developing first-year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two... |
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| Title | A Framework for Transition: Supporting 'Learning to Learn' in Higher Education |
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