Johannes A. Wiid1 & Michael C. Cant2 & Monique du Bruyn3
1Department of Marketing Retail Management, University of South Africa, South Africa
2Department of Marketing Retail Management, University of South Africa, South Africa
3Department of Marketing Retail Management, University of South Africa, South Africa
Abstract: The days where students are exposed to face-to-face and classroom teaching methods alone are long gone; educational institutions must adapt to the changing instructional needs of students. It is expected from tertiary institutions to continually provide quality education even in times of severe uncertainty, disaster, or emergency situations, such as the Covid-19 pandemic where many countries worldwide are in a lockdown state. This has a significant impact on the way students can be instructed, and the approach students take to learning. Two learning approaches emerged from the research findings; learning subject matter only to pass and learning subject matter comprehensively to form understanding. The role that the lecturer plays in the learning process was emphasised and students acknowledge their role as contributing partners in their own learning.
Keyword: Teaching Theories, Learning Approach, Deep Learning, Surface Learning, Learning Strategies, ODL Education, South Africa
Baeten, M., Dochy, F., Struyven, K., Parmentier, E., & Vanderbruggen, A. (2016). Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning. Learning Environments Research, 19(1), 43-62.
Beattie IV, V., Collins, B., & McInnes, B. (1997). Deep and surface learning: a simple or simplistic dichotomy? Accounting Education, 6(1), 1-12.
Biggs, J. B. (1970). Personality correlates of certain dimensions of study behaviour. Australian Journal of Psychology, 22(3), 287-297.
Biggs, J. B. (1987). Student approaches to learning and studying. [Research Monograph.] Australian Council for Educational Research.
Biggs, J. (1999). Teaching for quality learning at university. SRHE and Open University Press.
Casado, N. S. (2014). Should we use a 5- or 7-point Likert scale? What’s better and why? https://www.researchgate.net/post/Should_we_use_a_5_or_7_ point_Likert_scale_Whats_better_and_why
Case, J., & Marshall, D. (2004). Between deep and surface: procedural approaches to learning in engineering education contexts. Studies in Higher Education, 29(5), 605-615.
Chin, C., & Brown, D. E. (2000). Learning in science: a comparison of deep and surface approaches. Journal of Research in Science Teaching, 37(2), 109-138.
Cox S. (2017). Six traits to help meet students [sic] expectations. https://www.teacherready.org/students-expectations//
Entwistle, N. (2000). Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts. TLRP Conference, Leicester.
Entwistle, N., & Ramsden, P. (2015). Understanding student learning. Routledge.
Entwistle, N., Karagiannopoulou, E., Ólafsdóttir, A., & Walker, P. (2015). Research into student learning and university teaching. In J.
M. Case, & J. Huisman (Eds.), Researching higher education: International perspectives on theory, policy and practice. (pp. 190-208). Routledge.
Fox, D. (1983). Personal theories of teaching. Studies in Higher Education, 8(2), 151-163. https://www.tandfonline.com/doi/abs/10.1080/03075078312331379014
Garrison, D. R., Anderson, T., & Archer, W. (2003). A theory of critical inquiry in online distance education. Handbook of Distance Education, 1, 113-127.
Gibbs, G. (1992). Improving the quality of student learning: based on the Improving Student Learning Project funded by the Council for National Academic Awards. Technical and Educational Services.
Gooblar, D. (2019). Do students really learn nothing from a lecture? The Chronicle of Higher Education. https://www.chronicle.com/article/Do-Students-Really-Learn/247433
Hay, D. B. (2007). Using concept maps to measure deep, surface and non‐learning outcomes. Studies in Higher Education, 32(1), 39-57.
Imafidon, C. (n.d.). 15 things students really want from teachers. https://www.lifehack.org/articles/communication/15-things-students-really-want-from-teachers.html
Jarvis, P., Holford, J., & Griffin, C. (2003). The theory and practice of learning. Psychology Press.
Kember, D. (1996). The intention to both memorise and understand: another approach to learning? Higher Education, 31(3), 341-354.
Kock,A. n.d. Why study further? https://postgraduate.mandela.ac.za/Why-study-further
Lublin, J. (2003). Deep, surface, and strategic approaches to learning. Centre for Teaching and Learning.
Marchese, T. (1997). The new conversation about learning. In E. E. Chaffee (Ed.), Assessing impact: evidence and action. Proceedings of the 1997 AAHE Conference on Assessment & Quality, 79-95. American Association of Higher Education.
Marton, F. (1983). Beyond individual differences. Educational Psychology, 3(3-4), 289-303.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: outcome and process. British Journal of Educational Psychology, 46(1), 4-11.
Marton, F., & Säljö, R. (1984). Approaches to learning. In F. Marton, F. Hounslow, & N. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education, (3rd ed). University of Edinburgh, Centre for Teaching, Learning and Assesment. https://www.ed.ac.uk/institute-academic-development/learning-teaching/research/experience-of-learning
Marton, F., Hounsell, D., & Entwistle, N. (1997). The experience of learning: Implications for teaching and studying in higher education. Scottish Academic Press.
Meyer, J. H. F. (1991). Study orchestration: the manifestation, interpretation, and consequences of contextualised approaches to studying. Higher Education, 22(3), 297-316.
McDrury, J. & Alterio, M. (2003). Learning through storytelling in higher education: Using reflection and experience to improve learning. Routledge.
Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. SRHE & Open University Press.
Ramsden, P. (1988). Context and strategy. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 159-184). Springer.
Richardson, J. T. (2000). Researching student learning: Approaches to studying in campus-based and distance education. Open University Press.
Singh. R. 2019. Why do we need to study? https://www.quora.com/Why-do-we-need-to-study
Steed. S. 2018. Too many graduates are mismatched to their jobs. What is going wrong? The Guardian. https://www.theguardian.com/higher-education-network/2018/jan/25/too-many-graduates-are-mismatched-to-their-jobs-whats-going-wrong
Trigwell, K., & Prosser, M. (1991). Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. Higher Education, 22(3), 251-266.
Terada, Y. (2019). Students think lectures are best, but research suggests they are wrong. https://www.edutopia.org/article/students-think-lectures-are-best-research-suggests-theyre-wrong
Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68(2), 149-171.
Watkins, D., & Hattie, J. (1985). A longitudinal study of the approaches to learning of Australian tertiary students. Human Learning: Journal of Practical Research & Applications, 4(2), 127–141.
Webb, G. (1997). Deconstructing deep and surface: towards a critique of phenomenography. Higher Education, 33(2), 195-212.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), March 2021, Vol.8, No.1
Copyright © 2014 by Tishk International University, Developed and Designed by RAS Groups and M. Albay (IU Web Office Manager)
replica rolex is among the most international greatest perplexing watch survey of the brand. Put to use fake watches during the world-wide industry is also extremely well known.Customers from all of areas of life really like breitling replica watches. The initial financial investment valuation belongs to the benefits associated with best replica watches.