Postgraduate Course: Understanding Student Learning and Studying (EDUA11270)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Credits | 10 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | Against the backcloth of consideration of the distinctive aims and outcomes of higher education, this unit provides a critical introduction to contrasting approaches to conceptualising learning and studying at university level. The perspectives surveyed are drawn from grounded and phenomenographic studies of students' experiences of learning and studying, cognitive psychology, subject-centred perspectives on threshold concepts and $ùtroublesome&© knowledge and undergraduate learning as participation in discourse communities. More recent and alternative perspectives on conceptualising student learning, emphasising notions of power and difference, will be juxtaposed to these four dominant perspectives. Throughout the course the assumptions various perspectives make about students&© motivation to learn will be explored and critiqued. The course focuses on what insights can be gleaned from these differing perspectives that can inform day-to-day teaching-learning practices. |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | Students MUST NOT also be taking
Understanding Learning and Studying (EDUA11178)
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Other requirements | None |
| Additional Costs | None |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
On completion of the unit, programme participants will have:
- acquainted themselves with the principal conceptual frameworks and perspectives deployed in understanding learning and studying in higher education
- reviewed the implications of discipline and subject differences for undergraduate learning and studying
-examined the possibilities and limitations of these frameworks and explored alternative models of understandings student learning that focus on differences among learners
- explored and critiqued the assumptions various perspectives make about students&© motivation to learn
- drawn critically upon different conceptual perspectives to enhance their grasp of learning and studying in their own discipline or subject area
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Assessment Information
Focusing on a first-year course unit in their own subject area, participants draft a set of guidelines alerting the course team for the unit to the likely differences between the students enrolling in that unit in how they go about their learning and perceive what is expected of them academically. The guidelines should also incorporate suggestions as to how teaching-learning practices in the unit could be enhanced such that they are better attuned to the student cohort, while still being realistic for a research-intensive setting. The guidelines should draw appropriately on student learning research literature relevant to the subject area and what is known about the prior knowledge, educational experiences and backgrounds of the incoming students. Target length 2,000-2,500 words.
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Prof Carolin Kreber
Tel: (0131 6)51 6668
Email: |
Course secretary | Miss Emily Salvesen
Tel: (0131 6)51 6661
Email: |
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