Students’ Attitude To Learning In The Context Of Different Teaching Cultures

Author(s):

DALIJA GUDAITYTEIRMANTAS RAMANAUSKAS

Conference:

ECER 2009

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Paper

Session Information

20 SES 02, Inclusion (Part 2)

Paper Session. Continued from 20 SES 01.

Time:

2009-09-28

11:15-12:45

Room:

JUR, HS 14

Chair:

John Willumsen

Contribution

Student’s attitude to learning depends on the phenomenon of the creation of meaning. Meaning in this context is seen as understanding and deep learning. The creation of meaning necessitates the coordination of theory and knowledge about learning with the practical situation. Theory helps to plan guidelines for activity, and concrete actions are determined by a concrete situation, certain “evidence” and teaching based on this evidence. It is only in a well-organized environment that concrete learners may create meaning when the main feature of education becomes the development of knowledge – and thus learning – and dialogue and interaction become the basis in learning. In other words, learning is based on the dialogue culture. Aim: to determine the predominant attitude of students towards learning in the context of different teaching cultures. Objectives: 1. To discuss the theoretical aspects of teaching and learning cultures and the deep-superficial learning ratio; 2. To clarify the specificity of teaching culture changes, characteristic of the studied context (the transformation of professional higher educational institution into a university, and the transformation of the traditional system of studies); 3. To identify the predominant attitude of students towards learning, when the teaching culture is determined by a different system of the organization of the process of studies (a subject: a semester, a cycle; a problem). Conceptual or theoretical framework The basis of this research was formed of theoretical positions that highlight evidence-based learning, constructivist concepts, preconditions for the emergence of deep learning, environments favorable to problem-based learning, and the specificity of modern learning and higher education (Ramsden, 2000; Petty, 2006, 2008; Barnett, 1990; Bydam, 2000; Jucevičienė, Lipinskienė, 2001; Jucevičienė, Tautkevičienė, 2003; Kraujutaitytė, 2002; Longworth, 1999; Šveikauskas, 2005, etc. ).

Method

Methodology or methods/research instruments or sources used: The study was based upon the methodology of the investigation of the learning phenomenon. The methods applied in this study were analysis of scientific literature, observation, and a written inquiry. The data were processed by applying statistical analysis and qualitative content analysis.

Expected Outcomes

Conclusions or expected outcomes or findings: The results of the study showed that different organization of the process of studies resulted in the formation of a different culture of teaching and learning, which – in turn – affected students’ attitude to learning: deep approach to studies is formed by a culture that creates possibilities for the development of flexible and non-dogmatic thinking, for the combination of all studied subjects into a whole that is significant for the learner, and for the development of the ability to interpret knowledge as an organically developing structure, as the entirety of the knowledge system.

References

1. Barnett R. (1990). The Idea of Higher Education. London: SRHE . 2. Bydam, Jens (2000). Pedagogika. Vilnius: Charibdė. 3. Gudaitytė, D. (2003). Vyraujantis studentų požiūris į lotynų kalbos mokymąsi naudojant parengtas priemones. Kalbų studijos aukštojoje mokykloje. Konferencijos medžiaga. Kaunas: KMU. P. 104-108. 4. Gudaitytė, D. (2004). Problems and Possibilities of Liberal Education in Mass Higher Education: the Experience of a Country in Transition. The European Conference of Educational Research, Crete, 22-25 September 2004. European Educational Research Association. P. 1-6. http://www.leeds.ac.uk/educol/documents/00003174.htm 5. Gudaitytė, D. (2005). Possibilities For The Development Of The Personality In The System Of Mass Higher Education: The Attitude Of The Teachers Of A Higher Educational Institution In Transition. The European Conference of Educational Research, Dublin, 7-10 September 2005. European Educational Research Association. P. 1-6. http://www.leeds.ac.uk/educol/documents/00003174.htm 6. Gudaitytė, D.; Brunevičiūtė, R.; Kirikova, L. (2006). Application of Management Principles in Transforming the System of Studies: from Professional Higher Education to University Education. 2nd International Conference on Business, Management and Economics Izmir, Turkey, 15-18 June. E-Conference Proceedings. ISSN 13061089. 7. Gudaitytė, D., Ramanauskas, I. (2007). Profesinės kalbos modulio tikslų supratimas kaip giluminio požiūrio į mokymąsi prielaida. Kalbų studijos aukštojoje mokykloje. Konferencijos medžiaga. Kaunas: KMU. P. 21 - 27. 8. Jucevičienė P., Lipinskienė D. (2001). Edukacinė studentą įgalinanti studijuoti sistema mokymosi paradigmos kontekste. Socialiniai mokslai, 2(28). Kaunas: Technologija. 9. Juceviciene, Palmira; Tautkeviciene, Gintare (2003). Academic library as a learning environment: how do students perceive it? The European Conference on Educational Research, Hamburg, 17-20 September 2003. Leeds : University of Leeds, 2003. p. 1-15]. Prieiga per internetą: Education-line 10. Jucevičienė, Stanikūnienė (2002). Universiteto dėstytojų edukacinė kompetencija mokymosi paradigmos kontekste. Socialiniai mokslai, 3(35). Kaunas: Technologija. P. 11. Kraujutaitytė L. (2002). Aukštojo mokslo demokratiškumo pagrindai. Vilnius: LTU. 12. Maskell D., Robinson I. (2002). The New Idea of a University. Imprint Academic. 13. Petty, Geoff (2006). Teaching Today: A Practical Guide. Vilnius: Tyto alba. (in Lithuanian). 14. Petty, Geoff (2008). Evidence Based Teaching: A Practical Approach. Vilnius: Tyto alba. (in Lithuanian). 15. Ramsden P. (2000). Kaip mokyti aukštojoje mokykloje. Vilnius: Aidai (in Lithuanian). 16. Samalavičius A. (2003). Universiteto idėja ir akademinė industrija. Vilnius: Kultūros barai. 17. Šveikauskas V. Peculiarities of Problem-Based Learning in Medical Education. Medicina (Kaunas) 2005; 41(10):885-891.

Author Information

DALIJA GUDAITYTE

Kaunas University of Medicine

The Department of Languages and Education

Kaunas

126

IRMANTAS RAMANAUSKAS

Kaunas University of Medicine, Lithuania

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