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Taking responsibility for learning isn't everything: a case for developing tertiary students' conceptions of learning

Devlin, Marcia 2002, Taking responsibility for learning isn't everything: a case for developing tertiary students' conceptions of learning, Teaching in higher education, vol. 7, no. 2, pp. 125-138.

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Title Taking responsibility for learning isn't everything: a case for developing tertiary students' conceptions of learning
Author(s) Devlin, Marcia
Journal name Teaching in higher education
Volume number 7
Issue number 2
Start page 125
End page 138
Publisher Routledge
Place of publication London, England
Publication date 2002
ISSN 1356-2517
1470-1294
Keyword(s) tertiary students
learning
Summary This study examines first year university student perceptions of responsibility for their learning, within the context of their conceptions of learning, with a view to meeting two of the objectives of higher education in Australia: teaching students to think and to learn. A questionnaire was distributed to 100 students undertaking at least one first year subject at the University of Western Sydney (UWS) in 1998. Their written responses provided information about their conceptions of learning, as well as both direct and indirect indications of their perceptions of responsibility. Results indicated that students held perceptions of personal responsibility for their learning, but that their conceptions of learning were essentially quantitative in nature and were at the lower levels of complexity. The implications of these findings are discussed in terms of university teaching and learning, and of meeting the ultimate objectives of higher education.
Notes This is an electronic version of an article published in Teaching in higher education, 7(2) pp. 125-138. Teaching in higher education is available online at: http://www.informaworld.com/openurl?genre=article&issn=1356-2517&volume=7&issue=2&spage=125
Language eng
Field of Research 130303 Education Assessment and Evaluation
170103 Educational Psychology
160506 Education Policy
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2002, Taylor & Francis Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30006694

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.