ORCID Profile
0000-0002-4780-6533
Current Organisation
Retired
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Publisher: Informa UK Limited
Date: 2003
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 13-06-2019
Publisher: Springer Science and Business Media LLC
Date: 02-12-2009
Publisher: Springer Singapore
Date: 2018
Publisher: Elsevier BV
Date: 11-2010
Publisher: Springer Science and Business Media LLC
Date: 14-06-2023
DOI: 10.1007/S10734-023-01058-0
Abstract: This study aimed to characterise academics’ conceptions of teaching in fully online undergraduate distance education courses with no on-c us component. The study aimed to fill a gap in the literature, as previous research had examined conceptions of teaching in face-to-face courses, with a few studies of blended teaching via the Internet in on-c us courses. Fourteen academics from five faculties in a Vietnamese regional university were interviewed, with the study taking place shortly after the outbreak of Covid-19. Grounded theory was used for data analysis. The results revealed four categories of conceptions of online teaching, namely online teaching (1) as transmitting structured knowledge and skills, (2) as guiding students to acquire knowledge and skills, (3) as facilitating students’ understanding via interaction and (4) as developing students’ understanding and capabilities. The four categories of conceptions were defined and distinguished by a set of six dimensions, which included e-Learning/LMS. The set of categories had some similarities to those found for face-to-face teaching, but also some distinctions which could be explained by the nature of online teaching and learning. The study, therefore, makes a major contribution by establishing a category scheme for conceptions of teaching in online distance education, with detailed characterisation of the four categories of conceptions. The descriptors of the conceptions showed cultural influences, particularly from a Confucian heritage, which is of significance as research into face-to-face conceptions had not found cultural variations.
Publisher: Informa UK Limited
Date: 04-2004
Publisher: SAGE Publications
Date: 03-2008
Abstract: It is important to demonstrate to those taking courses for new teachers that approaches to learning have a relational nature — that they are influenced by the teaching and learning context. This article describes a workshop activity, based on the Revised Study Process Questionnaire. Workshop participants recorded their approaches to learning in two contexts: how they currently studied as postgraduate students, and how they studied in their most disliked undergraduate course. Analysis of the results from this activity indicates that approaches to learning are markedly influenced by the teaching and learning environment. This provides a graphic demonstration to workshop participants of the importance of their teaching, as it will have a strong influence on the quality of learning of their students. The data from the activity give quantitative evidence of the relational nature of approaches to learning. Further, there appears to be a discipline effect operating with the nature of the typical teaching and learning environment in the arts, humanities and social sciences being more conducive to students cultivating a deep approach to learning.
Publisher: Springer Singapore
Date: 2016
Publisher: Wiley
Date: 02-1989
Publisher: Informa UK Limited
Date: 24-10-2016
Publisher: Informa UK Limited
Date: 07-2005
Publisher: Informa UK Limited
Date: 09-2001
Publisher: Informa UK Limited
Date: 04-1997
Publisher: Springer Singapore
Date: 2018
Publisher: No publisher found
Date: 1994
Publisher: Elsevier BV
Date: 1997
Publisher: Springer Science and Business Media LLC
Date: 1987
DOI: 10.1007/BF00120004
Publisher: Springer Science and Business Media LLC
Date: 07-1990
DOI: 10.1007/BF00162202
Publisher: Wiley
Date: 10-2004
Publisher: Informa UK Limited
Date: 05-2005
Publisher: Wiley
Date: 11-1990
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 09-2002
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 1991
DOI: 10.1007/BF00043255
Publisher: Springer Science and Business Media LLC
Date: 21-11-2016
Publisher: Informa UK Limited
Date: 12-2006
Publisher: Informa UK Limited
Date: 1993
Publisher: SAGE Publications
Date: 11-2008
Abstract: This article reports findings from a study which interviewed 36 undergraduate students about aspects of the teaching and learning environment which motivated or demotivated their study. It was found that students were motivated by a teaching environment characterized by eight main elements. This article reports in detail on the element of establishing relevance, as this seemed very important to the interviewees. The interviewees found that teaching abstract theory alone was demotivating. Relevance could be established through: showing how theory can be applied in practice, establishing relevance to local cases, relating material to everyday applications, or finding applications in current newsworthy issues. The traditional building block curriculum, which devotes substantial parts of initial courses to basic theory, could demotivate students if they could not see how the theory was applicable to the discipline or profession. The problem could be alleviated by a course which revealed a curriculum map showing the application of basic material in more advanced courses, or by early periods of exposure to professional practice in professional programmes. Professional programmes faced a double-edged sword with respect to relevance in that it could be established by demonstrating that material was relevant to a future career. However, students could easily become demotivated if they could not see the relevance of theoretical material, since they had chosen a professional programme in the expectation that it would prepare them well for their future career.
Publisher: SAGE Publications
Date: 18-12-2012
Abstract: The study looks at issues around the power of the hidden curriculum of assessment and its effects on student behaviour. The assessment regime at school level has an impact on study approaches at university level, and if we are to help students to make the transition from school to university, then it is important that we understand the beliefs and behaviours involved. The study looks at changes in behaviour in the light of beliefs about knowledge and their understanding about knowledge, that is, their epistemological beliefs, which are a pre- or co-requisite to learning in a manner consistent with the requirements of a discipline. Drawing on the literature from the transition from school- to university-level study, focus group interviews were conducted with 110 final-year students at two universities in Hong Kong in order to look at the adaptations made by students used to a particular assessment regime at school level and who, like students in all cultures, need to become more independent in their learning and to develop confidence. For students to successfully make the transition, first, they had to be exposed to issues or problems with multiple positions. Second, there needed to be active engagement through learning activities with the problems or issues.
Publisher: Springer Science and Business Media LLC
Date: 28-05-2009
Publisher: Informa UK Limited
Date: 16-07-2014
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 1991
Publisher: Informa UK Limited
Date: 03-1987
Publisher: Science and Education Publishing Co., Ltd.
Date: 05-08-2013
Publisher: Informa UK Limited
Date: 15-01-2010
Publisher: Informa UK Limited
Date: 03-2002
Publisher: Informa UK Limited
Date: 11-2003
Publisher: Springer Singapore
Date: 2018
Publisher: Wiley
Date: 10-1986
Publisher: Informa UK Limited
Date: 2003
Publisher: Informa UK Limited
Date: 04-2005
Publisher: Springer Science and Business Media LLC
Date: 27-10-2010
Publisher: Informa UK Limited
Date: 04-07-2021
Publisher: James Nicholas Publishers
Date: 2005
DOI: 10.7459/CT/20.2.05
Publisher: Informa UK Limited
Date: 09-1997
Publisher: Informa UK Limited
Date: 28-05-2014
Publisher: Elsevier BV
Date: 09-1997
Publisher: SAGE Publications
Date: 11-2005
Abstract: This study provides a qualitative test and illustration of a model of how students cope with the demands of part-time study. The model shows that students who are successful in finding the time to complete the requirements of part-time courses do so by adopting three mechanisms sacrifice, support and the negotiation of arrangements. All three mechanisms operate in four domains, namely work, family, social lives and the self. The mechanisms and domains were related together in a three by four matrix. Data to verify and illuminate the model were gathered by the researchers through an on-line forum discussion on the topic of coping with part-time study. The researchers themselves were studying part-time in a course called Adult Education and Professional Development. Analysis of the data showed that the work domain was very important but little adaptation was possible. The family was seen as the most important domain and all three mechanisms were used. Time was commonly found for part-time study by sacrificing social lives. The self-domain was interpreted as important in establishing motivation and self-determination.
Publisher: Wiley
Date: 06-2008
Publisher: Informa UK Limited
Date: 28-04-2006
Publisher: Informa UK Limited
Date: 04-05-2018
Publisher: Wiley
Date: 03-2001
Abstract: To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items. A set of 43 items was drawn up for the initial tests. These were derived from: the original version of the SPQ, modified items from the SPQ, and new items. A process of testing and refinement eventuated in deep and surface motive and strategy scales each with 5 items, 10 items per approach score. The final version was tested using reliability procedures and confirmatory factor analysis. The s le for the testing and refinement process consisted of 229 students from the health sciences faculty of a university in Hong Kong. A fresh s le of 495 undergraduate students from a variety of departments of the same university was used for the test of the final version. The final version of the questionnaire had acceptable Cronbach alpha values for scale reliability. Confirmatory factor analysis indicated a good fit to the intended two-factor structure. Both deep and surface approach scales had well identified motive and strategy subscales. The revision process has resulted in a simple questionnaire which teachers can use to evaluate their own teaching and the learning approaches of their students.
Publisher: Informa UK Limited
Date: 03-2004
Publisher: Elsevier BV
Date: 02-2004
Publisher: Informa UK Limited
Date: 11-2001
Publisher: Informa UK Limited
Date: 06-2004
Publisher: Wiley
Date: 20-12-2017
DOI: 10.1111/EJE.12304
Abstract: Problem-based learning (PBL) students report uncertainty on the depth and breadth of learning required, and this is a significant stressor and challenge. Student-generated MCQ questions were trialled and evaluated as a way to support depth and breadth of learning. Students set MCQs relating to specified learning issues, and an analysis and evaluation of setting and answering the MCQs were performed. The Revised Study Process Questionnaire (R-SPQ-2F) and final written examination scores were correlated to question setting and answering. Students were asked to rate the impact of the MCQs on their learning in PBL. A total of 147 questions were created and 2373 answered. Students reported challenges with setting questions, although these made them think more deeply and helped their learning and affirming their learning progress. MCQs authored indicated significant associations with Understanding, and examination scores were associated with MCQs authored. Students reported a moderate response to how the MCQs supported their depth and breadth of learning. While MCQ setting was perceived as a useful learning exercise, students engaged to different levels and experienced challenges. Students were uncertain whether the MCQs helped clarify the depth and breadth of learning in PBL, as they were not clear whether the questions set by their peers were relevant to the required learning outcomes.
Publisher: Informa UK Limited
Date: 06-2001
Publisher: Informa UK Limited
Date: 5
Publisher: Informa UK Limited
Date: 05-1989
DOI: 10.2307/1982251
Publisher: Springer Science and Business Media LLC
Date: 13-01-2009
Publisher: Informa UK Limited
Date: 2000
Publisher: Springer Science and Business Media LLC
Date: 14-10-2008
Publisher: Informa UK Limited
Date: 1999
Publisher: Springer Science and Business Media LLC
Date: 22-03-2008
Publisher: SAGE Publications
Date: 07-02-2008
Abstract: Western research has characterized approaches to learning for specific learning tasks as discrete deep and surface approaches, distinguished by whether the intention is to understand or memorize. A more appropriate classification scheme for Hong Kong research is a continuum between deep and surface poles. In this article, the authors examine whether this characterization applies also to the West. University students in Australia ( n = 1,146) and Hong Kong ( n = 1,266) complete the revised Study Process Questionnaire. There are no effects by either discipline or study level in either country. Multiple-group analyses using structural equation modeling show configural invariance across the two s les, suggesting that the continuum characterization of approaches to learning is likely to be applicable for Western counterparts. Hong Kong students had higher mean scores for both deep and surface approaches, showing their greater use of intermediate approaches.
Publisher: Wiley
Date: 09-1998
Publisher: Wiley
Date: 02-1993
Publisher: Informa UK Limited
Date: 04-2006
Publisher: Springer Science and Business Media LLC
Date: 02-09-2006
Publisher: Springer Science and Business Media LLC
Date: 2000
Publisher: Informa UK Limited
Date: 1991
Publisher: Informa UK Limited
Date: 08-2008
Publisher: Informa UK Limited
Date: 18-08-2019
Publisher: Informa UK Limited
Date: 09-1998
Publisher: SAGE Publications
Date: 03-1994
DOI: 10.1177/0741713694045001003
Abstract: A crucial test of the veracity of any theoretical model is replicability. This article describes a replication study of a model of student persistence in distance education. The model had its origins in the influential work of Tinto (1975), as reformulated by Kember (1989) for the special circumstances of distance education students. The essence of the model is that social and academic integration of students are viewed as intervening variables between initial background characteristics and outcome measures (i.e. academic achievement and persistence). A quantitative test of the model, using a Distance Education Student Progress (DESP) inventory developed for this purpose, has been reported (Kember, Murphy, Siaw, & Yuen, 1991). To further test the model, especially in terms of its replicability, minor modifications were made to the DESP inventory in the light of the original findings, and it was applied to a different set of institutions, courses and students. The second study has resulted in a similar path model for student progress. Comparison of the significant paths between the academic and social integration variables and the outcome variables shows a notable degree of similarity between the models. Reliability values for the majority of the sub-scales identified in the original study have improved in the replication. Both studies have revealed the importance of social and academic integration to student progress in distance education. As such, the studies provide a useful framework for further study of what motivates distance education students to persist in their studies.
Publisher: Wiley
Date: 06-2004
DOI: 10.1348/000709904773839879
Abstract: This study aimed to produce a revised two-factor version of the Learning Process Questionnaire (R-LPQ-2F) with deep and surface approach scales, measured by a reasonably small number of items, suitable for use by teachers in secondary schools to evaluate the learning approaches of their students. A set of 41 items was derived, with modification, from the original version of the LPQ and from items used to develop the revised version of the SPQ. These items were tested using reliability procedures and confirmatory factor analysis and items were deleted until scales were of a suitable length and confirmatory factor analysis indicated a good fit to the intended two-factor structure. The s le consisted of 841 students from 20 secondary schools in Hong Kong. The final two-factor version of the questionnaire had good Cronbach alpha values and reasonable goodness-of-fit values for the confirmatory analysis. There was a much better fit, though, to a hierarchical structure with motive and strategy subscales for each approach, each of which, in turn, had two subcomponents. Approaches to learning have a hierarchical dimensionality with motive and strategy elements. Each motive and strategy element is itself multidimensional. The results are used to question the conventional approach to the testing and acceptance of instruments, which place sole reliance upon reliability tests. The use of confirmatory factor analysis is recommended as a routine procedure in the development and testing of instruments.
Publisher: Springer Science and Business Media LLC
Date: 1990
DOI: 10.1007/BF00133895
Publisher: Springer Singapore
Date: 2016
Publisher: Springer Science and Business Media LLC
Date: 08-2005
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 03-2011
Publisher: Informa UK Limited
Date: 11-2012
No related grants have been discovered for David Kember.