A Phenomenographic Approach for Exploring Learning Marketing Conceptions of Undergraduate Students

Lin, Hung‐Ming; Niu, Han-Jen

doi:10.5296/ber.v1i1.829

Cited by 7 publications

(4 citation statements)

References 20 publications

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“…Today, professionals also need the ability to be independent learners and to continue this The self-improvement and personal change aspect identified in conception five has also been identified in some earlier studies for example, Marton et al (1993) and elaborated by Lin (2011). The personal satisfaction feature of the learning is something that has largely been ignored in ENG1101 to date.…”

Section: Student Learningmentioning

confidence: 89%

Students' experience of problem-based learning in virtual space

Gibbings

Lidstone

Bruce

2014

Higher Education Research & Development

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This paper reports outcomes of a study focussed on discovering qualitatively different ways students' experience problem-based learning in virtual space. A well accepted and documented qualitative research method was adopted for this study. Five qualitatively different conceptions are described, each revealing characteristics of increasingly complex student experiences. Establishing characteristics of these more complex experiences assists teachers in facilitating students engagement and encouraging deeper learning.

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Section: Student Learningmentioning

confidence: 89%

Students' experience of problem-based learning in virtual space

Gibbings

Lidstone

Bruce

2014

Higher Education Research & Development

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“…In addition, there is a practical advantage of phenomenographic research. The outcome of the research would be descriptions of the information user; therefore, it would have implications for the information professional (Bruce, 1999; Lin and Niu, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding the librarian/user gap in perception of health information services: A phenomenographic approach

You

2014

Journal of Librarianship and Information Science

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The study aimed to illuminate different perspectives between public library users and librarians in perceiving the major challenges for consumer health information services and suggest how to reduce the gap between them. The study employed phenomenography, a qualitative approach, and conducted semi-structured intensive interviews with 40 public library users and 20 reference librarians at 12 public libraries in Florida and Maryland. Findings identified gaps between user needs and the assistance that librarians provide for them. Privacy issues affect the types of health information resources users prefer, where budget constraints influence the ones on which librarians focus. While traditional reference interviews stress clear communication between users and librarians, the present study underscores that non-verbal communication is crucial in helping users protect their privacy. Understanding the different perspectives of consumer health information services can provide insights for design and evaluation strategies of such service, and training and education of librarians and users.

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“…A investigação tem vindo a atestar a existência de duas formas básicas de os estudantes conceberem o fenômeno da aprendizagem (CHALETA, 2018). Segundo a fenomenografia, uma concepção quantitativa, que vê a aprendizagem como aquisição mecânica de conhecimentos e uma concepção qualitativa, que a toma como compreensão desses conhecimentos (CHAN, 2011;LIN;NIU, 2011).…”

Section: Introductionunclassified

Aprendizagem do desenho artístico no ensino superior: concepções de estudantes

Freire¹,

Duarte

2019

Ensaio: aval.pol.públ.Educ.

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Resumo No âmbito da Fenomenografia, este estudo teve como objetivo avaliar a natureza e mapear as concepções de estudantes universitários sobre a aprendizagem do desenho artístico. Um grupo de dezesseis estudantes de uma disciplina livre de desenho foi entrevistado, entre outros aspectos, sobre a natureza, o processo e o contexto da aprendizagem do desenho artístico. As respostas, submetidas a uma análise de conteúdo temática, evidenciaram a distinção entre uma representação da aprendizagem do desenho como algo mais passivo - cópia de realidades observadas; através de técnicas e da prática; no ambiente académico - e algo mais ativo - expressão pessoal; através da compreensão do que se percepciona e de mudanças pessoais; no ambiente amplo. Emergiu também uma representação de meio-termo, que define a aprendizagem do desenho como algo de intermédio - desenvolvimento perceptivo; representação de percepções ou da imaginação; criação de técnicas. A conscientização sobre as concepções de aprendizagem do desenho poderá constituir factor da sua eventual modificação. Assim, a taxonomia que resulta deste estudo poderá ajudar estudantes, professores e técnicos no diagnóstico e intervenção sobre aquele tipo de concepções.

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A Phenomenographic Approach for Exploring Learning Marketing Conceptions of Undergraduate Students

Cited by 7 publications

References 20 publications

Students' experience of problem-based learning in virtual space

Students' experience of problem-based learning in virtual space

Understanding the librarian/user gap in perception of health information services: A phenomenographic approach

Aprendizagem do desenho artístico no ensino superior: concepções de estudantes

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