Session Information
22 SES 09 B, Teaching, Learning and Assessment in Higher Education
Paper Session
Contribution
The demands arising from the emerging European Higher Education Area (EHEA) need empirical evidences to support not only the structural but also the pedagogical change. The latter is mainly focus in changing our students’ approaches to learning, above all, if we really think that what they do is more important than what we, academics, do. But this doesn´t mean that our activity is not important. In fact, literature results show that our approaches to teaching could influence in our students’ approaches to learning (Trigwell, Prosser y Waterhouse, 1999). The aim of this research was to relate these approaches to teaching with two independent variables: the implementation of the new modules based on the European Credit Transfer System (ECTS) and the ECTS training of our teachers.
The research has been done under the Student Approaches to Learning framework (SAL) started by Marton and Säljö in the late seventies (1976a; 1976b). However, in this case, we have followed the more recently studies leaded by Trigwell and Prosser (Trigwell and Prosser, 2004; Trigwell, Prosser and Ginns, 2005; Prosser and Trigwell, 2006) in which we could find the development of the questionnaire used in this study: the revised Approaches to Teaching Inventory (ATI-22).
Method
Expected Outcomes
References
González Geraldo, J. L., Del Rincón Igea, B. and Bayot Mestre, A. (2010). Enfoques de aprendizaje y rendimiento académico en educación secundaria. Revista Galego-Portuguesa de Psicoloxía e Educación, 18(1), 211-226. González Geraldo, J. L., Fazey, J., Trevitt, C. and Del Rincón, B. (2009). Approaches to learning in EHEA first year students: Has Bologna a Pedagogic Agenda? European First Year Experience Conference. Groningen. González Geraldo, J. L., Ferrándiz Vindel, I. M. and Bordallo Jaén, A. M. (2009). Approaches to Learning within the Bologna Process. IADAT Journal of Advanced Technology on Education, 3(3), 416-418. Marton, F. y Säljö, R. (1976a). On qualitative differences in learning: I, outcome and process. British Journal of Educational Psychology, 46, 4-11. Marton, F. y Säljö, R. (1976b). On qualitative differences in learning: II, outcome as a function of the learner´s conception of the task. British Journal of Educational Psychology, 46, 115-127. Montero, I. y León, O. G. (2005). Sistema de clasificación del método en los informes de investigación en Psicología. International Journal of Clinical and Health Psychology, 5(1), 115-127. Prosser, M. y Trigwell, K. (2006). Confirmatory factor analysis of the Approaches to Teaching Inventory. British Journal of Educational Psychology, 76, 405-419. Trigwell, K. y Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review, 16(4), 409-424. Trigwell, K., Prosser, M. y Ginns, P. (2005). Phenomenographic pedagogy and a revised Approaches to teaching inventory. Higher Education Research and Development, 24(4), 349-360. Trigwell, K., Prosser, M. y Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37, 57-70.
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