Lecturers´ and students´ conceptions of Teaching and Learning in Higher Education

Author(s):

Fuensanta Hernández-PinaFuensanta Hernández-PinaJosé David Cuesta Sáez de Tejada Javier Maquilón Sánchez Mari Paz García Sanz

Conference:

ECER 2009

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 01 C, Learning Approaches and Strategies in Higher Education

Paper Session

Time:

2009-09-28

09:15-10:45

Room:

HG; HS 29

Chair:

Barbara Zamorski

Contribution

For the past 20 years, research on Higher Education has gathered a great amount of knowledge and research outcomes that have resulted in a number of models that intend to explain how teaching and learning takes place from the perspective of the main figures, that is lecturers and students (Hernández Pina, 2002, 2004; Hernández Pina et all, 2005). These research studies can help to give an answer to the new approaches set by the ESHE with concern to the new learning and teaching processes. Research on conceptions of teaching and learning have allowed us to have a broader knowledge of the quality of learning coming from the different conceptions held both by lecturers and students (Dall’Alba, 1990; Fox, 1983; Dunking, 1990; Trigwell et al., 1994; Martin and Bella, 1990; Dunkin and Precian, 1992; Gow and Kember, 1994; Martin and Ramsden, 1992; Prosser et al., 1994; Samuelowicz and Bain, 1992). Many of these studies have concluded that lecturers can look at their teaching methodology focusing on the teaching discipline or on the lecturer with the purpose of transmitting information to students. Also, they can look at their teaching focusing on students with the purpose of modifying or developing the understanding students have of the world around them (Prosser et all, 2005). Outcomes of several research papers show that such conceptions are made explicit through the meanings granted to what it is understood by “learning”. Samuelowicz & Brain (1992, 2001) identify 7 conceptions of teaching. Three conceptions have a quantitative profile; the rest are qualitative. In the quantitative conception, the lecturer is the centre of learning as he/she is who decides when and how the learning process takes place. On the other hand, qualitative conceptions are seen as a change in students with regard to how they perceive and use knowledge. Regarding the conceptions of learning, Säljö (1979) defined 5 categories. Marton and his collaborators added a 6th category. Three conceptions also have a quantitative approach whereas the rest are qualitative (Watkins, 2001). The way in which lecturers and students see their teaching and learning will depend on the conception each group has of these factors (Trigwell y Prosser, 1996). Today´s university requires a new context in which it is possible to consider a conception of teaching and learning enriched by a model in which the main figures of teaching and learning take on different roles.

Method

The purpose of this study is to analyse the conceptions on teaching and learning expressed by a sample of lecturers and students of Higher Education. 250 final year students and 35 lecturers took part in this study. Students and lecturers belonged to University. The instrument used to gather information was a questionnaire “The quality of learning in university students”. It was applied in two different ways: one way aimed at final year students, and the other aimed at the sample of Law, Biology and Education lecturers. The procedure carried out in this study started with the appropriate steps taken by the Deans and lectures so that the questionnaires could be sent out. In the case of students, some final year lecturers in Law, Biology and Education arranged a meeting with the student sample. Final year students who were in class at that moment were given the questionnaire to fill in.

Expected Outcomes

The purpose of this study is to analyse the conceptions on teaching and learning expressed by a sample of lecturers and students. 83% of the lecturers hold the idea that teaching should be focussed on understanding the discipline and assuming a facilitator role. When a question was posed in terms of which was the most feasible conception bearing in mind the current situation, 54% chose a quantitative approach in terms of transmission of information. With regard to their conception of learning, 71% of lecturers mentioned it should be a development of understanding and construction of meanings. Nevertheless, when asked to indicate the most feasible model taking into account the current situation, they chose a quantitative approach. The answers given by the students are similar to teachers. The participants have a qualitative conception. However, a more quantitative conception is chosen when considering which conception is most feasible nowadays.

References

Dall’Alba, G. (1990). Foreshadowing conception of teaching. Research and Development in Higher Education, Griffith University, Brisbane, Australia 13: 291-297. Dunkin, M. J. (1990). The induction of academic staff to a university: Processes and products." Higher Education 20: 47.66. Dunkin, M. J. and R. P. Precians (1992). Award-winning university lecturers. concepts of teaching. Higher Education, 24: 483.502. Fox, D. (1983). Personal theories of teaching. Studies in Higher Education, 8(2): 151-163. Gow, L., D. Kember, et al. (1992). Lecturers. views of their teaching practices: Implications for staff development needs. Higher Education Research and Development, 11: 135.149. Hernández Pina, F. (2002) La calidad del aprendizaje y la enseñanza en educación superior. Revista de Investigación Educativa, 19 (2), 465-486. Hernández Pina, F. (2002) Docencia e investigación en educación superior. Revista de Investigación Educativa, 20 (2), 271-301. Hernández Pina, F. (2004) Enseñar y aprender en la Universidad: ¿Qué enseñar? ¿Qué aprender? Actas del III Symposium Iberoamericano de Docencia Universitaria Pedagogía Universitaria: Hacia un Espacio de Aprendizaje Compartido. ICE de Universidad de Deusto, pp.81-93. Hernández-Pina, F; Martínez Clares, P., Rosário, P., & Espín, M. (2005). Aprendizaje, competencias y rendimiento en Educación Superior. Madrid: La Muralla. Martin, E. and M. Balla (1991). Conceptions of teaching and implications for learning. Research and Development in Higher Education 13: 298.304. Martin, E. and P. Ramsden (1992). An expanding awareness. How lecturers change their understanding of teaching. Higher Education, 13: 298-304. Marton, F., Dall’ Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19 (3), 277-300. Prosser, M., K. Trigwell, et al. (1994). A phenomenographic study of academics’ conceptions of science learning and teaching. Learning and Instruction, 4: 217-231. Prosser, M., E. Martin, et al. (2005) Academics. experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning." Instructional Science, 33: 137.157. Prosser, M., & Trigwell, K. (2000). Understanding learning and teaching-the experience in higher education. Buckingham: Open University Press. Trigwell, K. and P. Ashwin (2006). An exploratory study of situated conceptions of learning and learning environments. Higher Education, 51: 243.258. Reynolds, M. (1997). Learning styles: a critique. Management Learning, 28 (2), 115-133. -Säljö, R. (1979). Learning about learning. . Higher Education, 8, 443-451. -Samuelowicz y Brain (1992). Conception of teaching held by academia lecturers. Higher Education, 24, 93-112. Samuelowicz y Brain (2001). Revising academic beliefs about teachin and learning. . Higher Education, 41, 299-325. Trigwell, K y Prosser, M. (1991). Improving the quality of student learning: the influence of learning context and student learning outcomes. . Higher Education, 22, 251-266. Trigwell, K y Prosser, M. (1996). Changing approaches to teaching: a relational perspective. Studies is Higher Education, 21, 275-284. Watkins, D. A. (2001). Learning about learning enhances performance . National School Improvement Network Research Matters Number 13 (London, Institute of Education). Watkins, D., Carnell, E. Lodge, C. y Whalley, C. (2002). Effective learning. National School Improvement Network Research Matters Number 17 (London, Institute of Education).

Author Information

Fuensanta Hernández-Pina

Universidad de Murcia

Métodos de Investigación en Educación

MURCIA

Fuensanta Hernández-Pina

Universidad de Murcia

Métodos de Investigación en Educación

MURCIA

José David Cuesta Sáez de Tejada

Universidad de Murcia, Spain

Javier Maquilón Sánchez

Universidad de Murcia, Spain

Mari Paz García Sanz

Universidad de Murcia, Spain

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