Access to university and learning

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

    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 languageEnglish
    Title of host publicationProceedings of the 1st International Australasian Conference on Enabling Access to Higher Education
    PublisherNational Committee for Enabling Educators (NCEE)
    Pages544-554
    Number of pages11
    ISBN (Print)1876346639
    Publication statusPublished - 2011
    EventInternational Australasian Conference on Enabling Access to Higher Education (1st : 2011) - Adelaide
    Duration: 5 Dec 20117 Dec 2011

    Conference

    ConferenceInternational Australasian Conference on Enabling Access to Higher Education (1st : 2011)
    CityAdelaide
    Period5/12/117/12/11

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  • Cite this

    Kenney, J. L. (2011). Access to university and learning. In Proceedings of the 1st International Australasian Conference on Enabling Access to Higher Education (pp. 544-554). National Committee for Enabling Educators (NCEE).