Student
Learning:
some concepts
& approaches
Learning styles
•VARK
•Honey and Mumford
•Felder and Silverman
Andragogy
Knowles (1984)
Away
Towards
Dependent
What, how, when,
whether to learn
Responsible for own
learning
Self-directed
Responsible for own
learning
Of little value as a
learning resource
Learner experience
Rich resource – to
others as well
Told when ready
for next stage
Readiness to learn
When they experience
a need to
Subject-centred
acquiring content
Orientation to learn
Task or problem centred
External pressure,
teacher, marks
Motivation to learn
Internal/Intrinsic
Self-esteem/confidence
Self-actualisation
Deep and Surface Approaches to Learning
Marton & Säljö (1976)
Deep
Surface
•
Intention is to understand material
•
•
Vigorous interaction with content
•
•
•
•
Relates new ideas to previous
knowledge
Relates concepts to everyday
experience
Relates evidence to conclusions
•
Focus on discrete elements without
integration

Examines logic of argument
•
Unreflective about purpose or
strategies
•
•
Intention is to complete task
requirements
Memorises information for
assessment
Fails to distinguish principles from
examples
Treats tasks as an external imposition
Strategic Approach to Learning Biggs (1987)
Strategic
Intention is to obtain highest possible grades
Organises time and distributes effort to greatest effect
Ensures conditions and materials for studying are appropriate
Uses previous exam papers to predict questions
Is alert to cues about marking schemes
Multiple intelligences
Gardner (1984)
Experiential Learning Cycle
Kolb (1984)
Concrete
experience
Active
experimentation
Reflective
observation
Abstract
conceptualisation
Maslow’s Hierarchy of needs
Scheme of Cognitive and Ethical Development
(simplified!)
Perry, 1970
Tutors know, and if we work hard to learn the right answers,
all will be well
Not all the tutors agree on the right answer, they admit
they don’t know all the answers
Tutors want us to think about things and support our
opinions with facts or reasons - that’s how they grade us
All thinking is like this, even for Tutors. Theories are not truth
but ways to interpret data. Context is crucial
I am going to have to make my own decisions with no-one
to tell me I am right
Things will be clearer when I have a career
Life will always be like this - I must have my own values and
yet always learn
Scaffolding & Zone of Proximal Distance
(zpd)
Vygotsky (1978)
Facilitated
Assisted
Guidance
Flexible
Encouraging
In stages
Guidance