Student Perceptions of Learning in First Year in an Economics and Commerce Faculty

Students as “co‐producers” of education: a proposed model of student socialisation and participation at tertiary institutions

“…They are expected to learn challenging material, be capable of independent thought, and adjust to different teaching styles as well as to an expanded social environment (Johnston, 2001). A high proportion of first-years fail to meet these challenges because of adjustment or environmental factors, rather than because of intellectual difficulties (Pitkethly and Prosser, 2001).…”

“…The socialisation of undergraduate students has recently come under scrutiny because of concerns over the relatively high levels of student attrition (Cook and Leckey, 1999;Johnston, 2001;Pitkethly and Prosser, 2001), as well as the need to prepare students for new teaching and learning approaches (Taylor, 2000).…”

“…(5) Johnston (2001) suggests that lecturers shape the learning approach of students through their approach to teaching. She points out that most lecturers at tertiary institutions want their students to be able to "… analyse, assess, think critically, describe, apply ideas and change their interpretations of the world, in other words, adopt a deeper approach to learning".…”

“…However, in order to achieve these goals, the educational environment must be appropriate and teaching must be aimed at these goals. Johnston (2001) argues that students can be encouraged to take a deep approach to learning through "… clearly stated academic expectations, an emphasis on meaning and relevance, teaching and assessment methods that foster active and long-term engagement with learning tasks, appropriate workloads that encourage reading for understanding, a degree of choice in the areas of what and how to study, and teachers who are enthusiastic, committed and have an interest in and knowledge of their subject".…”

Marco textual y desarrollo de la comprensión de textos académicos en inglés

“…Diferentes estudios han comprobado que las experiencias prácticas de los profesores pueden influir en sus creencias de diferentes maneras y que sus creencias influyen en las estrategias instruccionales que eligen las que, a su vez, impactan en la calidad del aprendizaje de los estudiantes (McKenzie, 1996;Schuh, Walker, Kizzie and Mohammed, 2001;Entwistle, McCune & Hounsell, 2002). Por otra parte, las creencias de los estudiantes tienen impacto en sus propias prácticas de aprendizaje (Taylor, 1996;Kember & Wong, 2000;Johnston, 2001). …”