Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education

David R. Kember

220 citations0/0 files storedStudies in Higher Education

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Educational Strategies and Epistemologies Higher Education Research Studies Evaluation of Teaching Practices

Abstract

This study interviewed 53 novice or experienced students enrolled in part-time courses in Hong Kong universities. It was found that the attitudes to and ability to cope with study were influenced by a coherent set of beliefs about knowledge and the process of teaching and learning. This belief set was characterised in two broad orientations as didactic/reproductive or facilitative/ transformative. Novice students holding didactic/reproductive beliefs found it difficult to adjust to higher education if the teaching was not expository, as often happened with distance education tutorials. These students also experienced problems with assignments which went beyond the reproduction of material, since these were incompatible with their epistemological beliefs. The conclusion is that courses should aim to help students make the difficult transition to the belief orientation of the more experienced students as a means of assimilating students into higher education.

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1997A reconceptualisation of the research into university academics' conceptions of teaching 1994Synthesizing epistemological belief research: Tentative understandings and provocative confusions 1984THE RELATIONSHIP BETWEEN LEARNING CONCEPTION, STUDY STRATEGY AND LEARNING OUTCOME 1994A phenomenographic study of academics' conceptions of science learning and teaching 2000Lecturers' approaches to teaching and their relationship to conceptions of good teaching 1996Effects of preexisiting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues.

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