Abstract
Responsive pedagogy is a priority for diverse learners to successfully access learning at university in
the face of continued rises in participation targets internationally. Concept mapping activities improve
access to learning by employing prior knowledge as a foundation to future learning. This study draws
on map and related essay data to investigate diverse international, postgraduate student conceptions
of and orientations to learning in a postgraduate subject, Consumer Behaviour. Study findings indicate
that learning activities that integrate diverse prior knowledge with subject learning strengthen
cohort-wide structural knowledge change and transitions from surface to deep learning. Study
heuristics propose that deep learning approaches among diverse students improves group and
individual achievement of learning outcomes.
Original language | English |
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Title of host publication | Proceedings of the 1st International Australasian Conference on Enabling Access to Higher Education |
Publisher | National Committee for Enabling Educators (NCEE) |
Pages | 544-554 |
Number of pages | 11 |
ISBN (Print) | 1876346639 |
Publication status | Published - 2011 |
Event | International Australasian Conference on Enabling Access to Higher Education (1st : 2011) - Adelaide Duration: 5 Dec 2011 → 7 Dec 2011 |
Conference
Conference | International Australasian Conference on Enabling Access to Higher Education (1st : 2011) |
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City | Adelaide |
Period | 5/12/11 → 7/12/11 |