ORCID Profile
0000-0002-4974-7776
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Specialist Studies in Education | Educational Technology And Media | Education Studies Not Elsewhere Classified | Teacher Education: Higher Education | Educational Psychology |
ANZSRC Socio-Economic Objective (SEO)
Related Links
Publications
Relational perspectives on higher education teaching and learning in the sciences
Publisher: Informa UK Limited
Date: 1999
Untitled
Publisher: Springer Science and Business Media LLC
Date: 04-2005
Comparing perceived learning experiences of two concurrent cohorts under curriculum reform in Hong Kong
Publisher: Emerald
Date: 03-07-2017
Abstract: Hong Kong has undergone extensive curriculum reform and shifted from a three-year to a four-year university system. With a nuanced look at the impact of the curriculum reform, the purpose of the present study was to compare two concurrent cohorts by examining the extent to which the students in each cohort perceived their learning environment and learning outcomes differently and to what extent their perceptions differed. A s le of 3,102 first-year students enrolled at a Hong Kong university responded to the student learning experience questionnaire (SLEQ). The perceived learning experiences between the two cohorts were tapped through several latent factors and validated through tests of measurement invariance. Latent mean differences were then compared. A multiple-group confirmatory factor analysis approach was used. The findings suggested that measurement invariance of the scales of the SLEQ was established and that the two cohorts of students perceived largely similar learning experiences. The latent mean differences were statistically significant on the scales of feedback from teacher , clear goals and standards , personal integrity and ethics , intercultural competence , global perspective and civic commitment. The results facilitate the understanding of perceived student learning experiences with evidence-based implications for enhancing student learning experiences and refining the four-year curriculum under the new curriculum reform conditions. This is the first institution-wide study that compares student learning experiences of two concurrent cohorts under curriculum reform initiatives of Hong Kong. It provides a meaningful and pertinent ex le for educators and researchers worldwide to analyze the impact of curriculum reform from the perspective of students’ perceived learning experiences. Similar studies adopting rigorous approaches in the measurement of students’ perceived learning experiences are relatively rare in higher education. Such efforts are encouraged for accountability and quality improvement purposes.
<i>Taking Stock: Research on Teaching and Learning in Higher Education</i> (review)
Publisher: Project MUSE
Date: 2011
Has the open door become a revolving door? The impact on attrition of moving from elite to mass higher education
Publisher: Informa UK Limited
Date: 13-06-2019
Student experiences of problem-based learning in pharmacy: conceptions of learning, approaches to learning and the integration of face-to-face and on-line activities
Publisher: Springer Science and Business Media LLC
Date: 12-07-2007
Relating the process of undergraduate essay writing to the finished product
Publisher: Informa UK Limited
Date: 1994
Engineering through students' conceptions of and approaches to learning discussions in face-to-face and online contexts
Publisher: Elsevier BV
Date: 06-2008
Towards student self-direction in a first-year undergraduate physics course
Publisher: Informa UK Limited
Date: 10
Sharing Responsibility: staff—student cooperation in learning
Publisher: Wiley
Date: 1980
The four-year degree in Hong Kong: An opportunity for quality enhancement
Publisher: Routledge
Date: 19-06-2013
The How and What of learning physics
Publisher: Springer Science and Business Media LLC
Date: 12-1989
DOI: 10.1007/BF03172714
The traditional to contemporary spectrum of models of higher education for admission and course delivery
Publisher: International Institute of Knowledge Innovation and Invention Private Limited
Date: 20-11-2021
DOI: 10.35745/EIET2021V01.01.0006
Abstract: The admission of the more erse student body in higher education has been facilitated by greater flexibility in teaching and learning mode of study and by permitting part-time study. This study aims to compare a hypothesised model on a set of presage variables relating to admission and mode of study intermediate variables of age and year of study and measures of outcomes including GPA and attrition between a traditional university (N = 17,025) and a contemporary university (N = 8,911) using data from student records using structural equation modeling. Following testing and modification, the model for the traditional university (R-CFI = 0.959, SRMR = 0.035 and R-RMSEA = 0.059) was simpler than that for the contemporary university (R-CFI = 0.932, SRMR= 0.055, and R-RMSEA = 0.055). As universities have shifted across the spectrum from the traditional to contemporary models, the increased complexity has permitted the entry of a much wider range of students to higher education, but it is also led to increases in attrition.
Undergraduates' learning experience and learning process: quantitative evidence from the East
Publisher: Springer Science and Business Media LLC
Date: 04-02-2009
First-Year University Students’ Understanding of Photosynthesis, Their Study Strategies & Learning Context
Publisher: University of California Press
Date: 05-1994
DOI: 10.2307/4449820
Understanding concepts [4]
Publisher: IOP Publishing
Date: 05-1978
Differences in students' perceptions of learning physics
Publisher: IOP Publishing
Date: 1996
Development and use of the approaches to teaching inventory
Publisher: Springer Science and Business Media LLC
Date: 12-2004
Identifying didactic knowledge: An empirical study of the educationally critical aspects of learning about information systems
Publisher: Springer Science and Business Media LLC
Date: 04-2005
Reconceptualising Feedback in Higher Education
Publisher: Routledge
Date: 18-07-2013
Using phenomenography in the design of programs for teachers in higher education
Publisher: Informa UK Limited
Date: 04-1997
Students' Experiences in Studying for Multiple Choice Question Examinations
Publisher: Informa UK Limited
Date: 1994
Variation in the experience of leadership of teaching in higher education
Publisher: Informa UK Limited
Date: 08-2003
Dissonance in experience of teaching and its relation to the quality of student learning
Publisher: Informa UK Limited
Date: 2003
Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance
Publisher: Informa UK Limited
Date: 12-2005
Scholarship of Teaching: A model
Publisher: Informa UK Limited
Date: 07-2000
Freedom to innovate
Publisher: Informa UK Limited
Date: 12-07-2021
What constitutes high quality teaching and learning and how to assure it
Publisher: Emerald
Date: 03-1998
DOI: 10.1108/09684889810200368
Abstract: The evaluation and continuous improvement of the quality of teaching and learning in higher education is an issue of sustained concern. While most universities are implementing systems of quality assurance, there is substantial variation in the principles underlying these systems. La Trobe University has developed and implemented a university‐wide system of quality assurance that ensures that each subject is systematically reviewed and enhanced by those teaching in the subject. While it incorporates compulsory student evaluation of teaching of each subject the result of this student evaluation is not the focus of the quality assurance system. The focus is on ensuring that those teaching the subject, reflect on and make recommendations for further improvement of the subject. Outlines the quality assurance system, the principles on which it is based and describes and analyses the processes engaged in during its development.
Problem-Based Learning (PBL): Conceptions and Approaches of Undergraduate Students of Nursing
Publisher: Springer Science and Business Media LLC
Date: 1998
Review and redesign: Beyond course evaluation
Publisher: Springer Science and Business Media LLC
Date: 06-1985
DOI: 10.1007/BF00136110
Using phenomenography to understand the research teaching nexus
Publisher: Informa UK Limited
Date: 12-2009
The first year experience project: A model for university-wide change
Publisher: Informa UK Limited
Date: 07-2001
DOI: 10.1080/758483470
The differential impact of UK accredited teaching development programmes on academics’ approaches to teaching
Publisher: Informa UK Limited
Date: 29-07-2008
Phenomenographic pedagogy and a revised approaches to teaching inventory
Publisher: Informa UK Limited
Date: 11-2005
Confirmatory factor analysis of the approaches to teaching inventory
Publisher: Wiley
Date: 06-2006
University teachers' experiences of change in their understanding of the subject matter they have taught
Publisher: Informa UK Limited
Date: 04-2005
<i>Taking Stock: Research on Teaching and Learning in Higher Education</i> (review)
Publisher: Project MUSE
Date: 2011
De-lecturing. A case study of the implementation of small group teaching
Publisher: Springer Science and Business Media LLC
Date: 12-1985
DOI: 10.1007/BF00136503
A phenomenographic study of academics' conceptions of science learning and teaching
Publisher: Elsevier BV
Date: 1994
Towards an understanding of individual acts of teaching and learning
Publisher: Informa UK Limited
Date: 06-1997
Conceptions of mathematics and how it is learned: The perspectives of students entering university
Publisher: Elsevier BV
Date: 1994
Students' Perceptions of Learning Outcomes from Group-Based, Problem-Based Teaching and Learning Activities
Publisher: Springer Science and Business Media LLC
Date: 2001
Abstract: A study aimed at exploring the variation in perceptions of learning outcomes reported by undergraduate nursing students enrolled in a problem-based learning subject in a pre-registration Bachelor of Nursing course (BN). Students were asked to respond to four open-ended questions which focussed on their learning outcomes in the different teaching/learning modalities of the subject. Data were analysed in two phases using a modified phenomenographic analysis. In the first phase a set of categories of description were developed from the student responses to questions related to the learning modalities. In the second phase the in idual responses were classified in terms of the categories. Finally, correlations between the learning modalities were identified. In this paper the approach to analysis, the process of category identification and the correlations between the learning modalities will be described and the implications for further research and teaching will be discussed. The findings indicated that there were two distinct groups of student responses. Inward focussed students who described outcomes in terms of their own learning and students whose focus was outward i.e. describing learning in terms of patient care and how learning relates to that care. Another important result shows the relationship between the learning modalities and outcomes. From the students' perspective, the most sophisticated outcomes of the lectures and laboratories were ideas and skills to be used and applied in clinical settings. Whereas, the group-based activities in which clinical problems were presented to the students in the form of Situation Improvement Packages (SIPS) focussed their attention on the clinical setting which constituted a preparation for the realities of clinical practice. The findings from this study indicate that students perceive their learning in the group based teaching/learning modality (SIPS) as effective in focussing them on the reality of their role in the clinical practice environment while lectures and laboratories provided the skills and knowledge required for this setting.
Differences in students' perceptions of learning compulsory foundation biochemistry in the health sciences professions
Publisher: Springer Science and Business Media LLC
Date: 11-2005
DOI: 10.1007/S10459-005-1404-7
Abstract: Student approaches to learning vary from surface approaches to meaningful, deep learning practices. Differences in approach may be related to students' conceptions of the subject, perceptions of the learning environment, prior study experiences and performance on assessment. This study aims to explore entering students' conceptions of the unit they are about to study and how they intend to approach their studies. It involved a survey of 203 (of 250) first year students in a cross disciplinary unit in the Faculty of Health Sciences. They were asked to complete an open-ended response survey, including questions on what they thought they needed to do to learn biochemistry and what they thought the study of biochemistry was about. A phenomenographic methodology was used to identify categories of description for the questions. The paper will describe the categories in detail, the structural relationship between the categories and the distribution of responses within categories. The study reports a relationship between conception of the topic and approaches to learning. Students with more complex and coherent conceptions of the topic report that they were more likely to adopt deeper approaches to study than those with more fragmented conceptions. However, compared to previous studies, a surprisingly high proportion of students with more cohesive conceptions still intended to adopt more surface approaches. This may reflect the particular context of their learning, namely in a compulsory unit involving material for which most students have minimal background and difficulty seeing its relevance. Implications for teaching such foundation material are discussed.
Reconceptualising Feedback in Higher Education
Publisher: Routledge
Date: 18-07-2013
Research on Teacher Thinking, Beliefs, and Knowledge in Higher Education: Foundations, Status and Prospects
Publisher: Springer Netherlands
Date: 2002
Qualitatively different ways of differentiating student achievement: A phenomenographic study of academics' conceptions of grade descriptors
Publisher: Informa UK Limited
Date: 06-2004
Problem-based learning: Student learning experiences and outcomes
Publisher: Informa UK Limited
Date: 14-08-2014
DOI: 10.3109/02699206.2013.820351
Abstract: The aim of this article is to examine processes occurring within problem-based learning (PBL) courses (inside the black box) by contrasting these processes with outcome-based studies (from outside the black box). We review meta-analyses of input-output studies of PBL in comparison with traditional approaches and provide a summary of qualitative, phenomenographic and factor analytic analyses of student experiences when studying health sciences (dentistry and medicine) using PBL curricula. Results from meta-analyses showed PBL courses were preferred for the long-term retention of course content, short-term retention involving elaboration of new information and the application of clinical skills and reasoning. Traditional approaches were favoured for short-term retention of course content that did not require any elaboration. The qualitative studies reveal a ersity of student views about the concept of PBL pedagogy and approaches to learning in PBL curricula. They show that the ways in which students approach their studies in PBL in health sciences are closely related to how they conceive of PBL and that these dimensions are closely related to how the goals and standards of PBL courses are perceived.
Student evaluations of teaching and courses: Student study strategies as a criterion of validity
Publisher: Springer Science and Business Media LLC
Date: 09-1990
DOI: 10.1007/BF00143697
Modelling Retention and Success in Traditional and Contemporary Universities
Publisher: Springer Nature Singapore
Date: 2023
Quality teaching quality learning
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-3661-3.CH002
Abstract: The aim of this chapter is to outline the results of over 20 years’ research into university teaching from a student-learning perspective, how teaching from this perspective relates to student learning (its processes and outcomes), and the implications of this research for supporting quality assurance of, quality enhancement of, and the recognition and reward of teaching and learning in higher education. These results have important implications for how we develop and implement quality assurance and enhancement processes in teaching and learning and how we recognise and reward quality teaching in higher education. If the outcomes of good teaching are quality student learning, then quality assurance, quality enhancement, and the recognition and reward for good teaching needs to focus on the students and their learning. This is a student-focused view of quality teaching. Some of these implications are described by examining some recent developments in quality assurance, enhancement, and recognition and reward at the University of Hong Kong.
Qualitative variation in approaches to university teaching and learning in large first-year classes
Publisher: Springer Science and Business Media LLC
Date: 20-11-2014
Appraising new technologies for learning: A framework for development,Evaluation des nouvelles technologies pour l’enseignement,Bewertung neuer Lerntechnologien: Grundlagen zur Weiterentwicklung
Publisher: Informa UK Limited
Date: 2002
University teachers' experiences of academic leadership and their approaches to teaching
Publisher: Elsevier BV
Date: 04-2007
Conceptions of problem-based learning: The perspectives of students entering a problem-based medical program
Publisher: Informa UK Limited
Date: 2006
DOI: 10.1080/01421590600878150
Abstract: Effective learning in higher education is associated with students' perceptions of clear goals and standards of an educational program. In programs using problem-based learning (PBL), students' conceptions of what PBL is about could determine how well they perceive the clarity of goals and standards of their program. In this study the authors aim to investigate the relationship between the nature of first-year students' conceptions of PBL and their perceptions of the clarity of goals and standards of a graduate-entry, problem-based medical program. Results are that most students conceive of PBL as mainly working collaboratively to solve and understand a problem, and place less emphasis on PBL as learning independently. There is no relationship between students' conceptions and perceived clarity of course goals and standards. It is suggested that teachers not only need to help students develop their understanding of what PBL is about but also need to help students learn how to self-regulate their learning in PBL programs.
Research on Teacher Thinking, Beliefs, and Knowledge in Higher Education: Foundations, Status and Prospects
Publisher: Springer Netherlands
Date: 2002
Cognitive analysis of physics textbooks at the tertiary or college level
Publisher: Wiley
Date: 10-1979
Variation in learning orchestration in university biology courses
Publisher: Informa UK Limited
Date: 07-2002
Qualitative variation in constructive alignment in curriculum design
Publisher: Springer Science and Business Media LLC
Date: 28-11-2014
Phenomenography and the Principles and Practices of Learning
Publisher: Informa UK Limited
Date: 1993
Exploring the variation in first year undergraduates? induction into their academic disciplines
Publisher: Georgia Southern University
Date: 2011
How and what university students learn through online and face-to-face discussion: Conceptions, intentions and approaches
Publisher: Wiley
Date: 05-07-2006
University academics' experience of research and its relationship to their experience of teaching
Publisher: Springer Science and Business Media LLC
Date: 03-05-2008
Students' perceptions of teaching quality in higher education: The perspective of currently enrolled students
Publisher: Informa UK Limited
Date: 13-09-2007
Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes
Publisher: Springer Science and Business Media LLC
Date: 10-1991
DOI: 10.1007/BF00132290
A phenomenographic study of students' intuitive and conceptual understanding of certain electrical phenomena
Publisher: Springer Science and Business Media LLC
Date: 1994
DOI: 10.1007/BF00892242
Student evaluations of teaching and courses: Student learning approaches and outcomes as criteria of validity
Publisher: Elsevier BV
Date: 07-1991
Exploring University Teaching and Learning
Publisher: Springer International Publishing
Date: 2020
RELATING APPROACHES TO STUDY AND QUALITY OF LEARNING OUTCOMES AT THE COURSE LEVEL
Publisher: Wiley
Date: 11-1991
Relationship between the cognitive abilities of a group of tertiary physics students and the cognitive requirements of their textbook
Publisher: Wiley
Date: 1983
Academics' experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning
Publisher: Springer Science and Business Media LLC
Date: 03-2005
Qualitative differences in approaches to teaching first year university science
Publisher: Springer Science and Business Media LLC
Date: 1994
DOI: 10.1007/BF01383761
Less lecturing, more learning
Publisher: Informa UK Limited
Date: 1989
Towards More Effective Evaluation Studies of Educational Media
Publisher: Wiley
Date: 1984
Transfer of academic staff learning in a research-intensive university
Publisher: Informa UK Limited
Date: 06-2010
A student learning perspective on teaching and learning, with implications for problem-based learning
Publisher: Wiley
Date: 04-2004
Travelling a thousand miles: Hong Kong Chinese students' study abroad experience
Publisher: Elsevier BV
Date: 2011
Not even well begun: women in computing courses
Publisher: Springer Science and Business Media LLC
Date: 1989
DOI: 10.1007/BF00138745
Variation in student reflections on their conceptions of and approaches to learning biochemistry in a first-year ealth sciences' service subject
Publisher: Informa UK Limited
Date: 15-12-2006
Related Organisations
Higher Education Academy
Location: United Kingdom of Great Britain and Northern Ireland
Related Funding Activities
Discovery Projects - Grant ID: DP0559282
Start Date: 05-2005
End Date: 11-2008
Amount: $228,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0562146
Start Date: 03-2006
End Date: 03-2010
Amount: $270,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0988334
Start Date: 03-2009
End Date: 12-2012
Amount: $425,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0211198
Start Date: 08-2002
End Date: 08-2005
Amount: $120,000.00
Funder: Australian Research Council
View Funded Activity