Conceptions of learning and approaches to studying among White and ethnic minority students in distance education

Richardson, John T. E.

doi:10.1348/000709910x489283

Cited by 36 publications

(20 citation statements)

References 39 publications

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“…The British students in our study were not, of course, ethnically homogeneous, but the evidence suggests that there is very little variation across students from different ethnic groups within the UK either in their perceptions of the quality of their courses or in the approaches to studying that they adopt on those courses (Richardson 2009(Richardson , 2010. The two groups differed significantly in terms of their ages, the Chinese students being on average more than 2 years older than the British students; however, preliminary analyses showed that neither age nor gender was significantly related to the students' scores on the questionnaires.…”

Section: Discussionmentioning

confidence: 74%

Perceptions of quality and approaches to studying in higher education: a comparative study of Chinese and British postgraduate students at six British business schools

Sun

Richardson

2011

High Educ

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Previous studies of ''the Chinese learner'' have confounded the effects of culture and context or have used heterogeneous samples of students. In this study, 134 British students and 207 students from mainland China following 1-year postgraduate programmes at six British business schools completed the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI). The two groups yielded the same factor structure on both instruments. There were no significant differences in their scores on the CEQ. On the RASI, the British students produced higher scores on deep approach and strategic approach. These differences could not be attributed to differences in response style. In short, when British and mainland Chinese students were compared within the same educational context, their perceptions and approaches to studying showed the same underlying constructs, but in the present context Chinese students were less likely to exhibit deep or strategic approaches to studying.

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Section: Discussionmentioning

confidence: 74%

Perceptions of quality and approaches to studying in higher education: a comparative study of Chinese and British postgraduate students at six British business schools

Sun

Richardson

2011

High Educ

Self Cite

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“…They found intake of knowledge and cooperation conceptions of learning in gypsy children who were from lower socio-economic background like the students in sample of current study. Different socioeconomic background could result into different types of conceptions of learning (Richardson, 2010). Even, African and Asian minority students in developed countries for example in United Kingdom, owned intake of knowledge conceptions of learning more than white majority European origin students (Richardson, 2010).…”

Section: Discussionmentioning

confidence: 99%

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Ali

Khurshid

Shahzad

et al. 2018

EURASIA J MATH SCI T

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Conceptions of learning determine students' ways to learn, motivations and expectations in schools. Conceptions have potential to understand and mold their learning behaviors at schools. Certain types of conceptions of learning appear obvious feature of students performing poorly in schools. Literature suggests that students' conceptions of learning are affected by students' social and cultural backgrounds. Students in underdeveloped, minority and Asian social and cultures have quite different conceptions than the students in developed countries. In Pakistani public school, most students are from the lower socio-economic background. Available literature reports drill, memorization, and external regulation of learning and lack of adequate motivation to learn in students of these schools, which signpost undesired conceptions of learning. The current study deals with the students studying in Pakistani schools to determine and understand their conception of learning. A qualitative data collection approach was used to collect the data from the respondents. An approach of applied thematic analysis used reduced qualitative data into themes, sub-themes and into sub-sub-themes. The thematic analysis corroborated Pakistani secondary school science students' intake of knowledge and cooperation conceptions of learning. The findings were in line to various studies on Asian students. The high failing rate at secondary school level in science education in Pakistani schools is congruent to presence of intake of knowledge and cooperation conceptions of learning.

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“…Similarly, Heikkilä et al (2011) found significant relations between Finnish students' deep approach to learning and a selfregulated learning strategy, while there was no relation between self-regulation and a surface approach to learning. Richardson (2010) found a strong relation between students' conceptions and approaches among students in British distance education. Again, a deep approach to studying was strongly related to a constructive conception of learning, and a surface approach was strongly related to a conception in which learning was seen as the intake of knowledge.…”

Section: Internal Relationships and The Dimensionality Of Learning Pamentioning

confidence: 91%

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

2017

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The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section, new evidence on internal and external relationships of learning patterns is reviewed. Four themes are covered here: the dimensionality and the internal relationships of learning patterns and relationships of learning patterns with personal, contextual, and outcome variables. In the second section, new directions in learning patterns research are examined. These include studies on learning patterns in new international contexts and populations, longitudinal development of learning patterns over time, methodological advances in learning patterns research, and studies on fostering the quality of students' learning patterns. Next, relationships with adjacent theories on student learning are discussed, the learning patterns perspective is critically examined, and pathways are derived to move the model forward. Finally, future conceptual and methodological directions for learning patterns research are derived.

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Conceptions of learning and approaches to studying among White and ethnic minority students in distance education

Cited by 36 publications

References 39 publications

Perceptions of quality and approaches to studying in higher education: a comparative study of Chinese and British postgraduate students at six British business schools

Perceptions of quality and approaches to studying in higher education: a comparative study of Chinese and British postgraduate students at six British business schools

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

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