Reconceptualising University Teachers’ Conceptions of Student Learning

By Thanh T. Nguyen and Nga D. Tran.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

In this paper, an attempt to reconceptualize university teachers’ conceptions of student learning in nine empirical studies is provided. Largely based on intended learning outcomes, four categories are found arranging on a continuum from lower level, i.e. storing/recalling atomised information and reproductive understanding, to higher level, i.e. reorganizing/modifying knowledge and change-in-way-of-thinking. The former conceptions lay foundation for teacher-centred approach to teaching while the latter conceptions set the ground for student-centred approach. Implications of this reconceptualizing for enhancing teaching quality are also discussed.

Keywords: Student-centred Approach, Conceptions of Student Learning, Conceptions of Teaching, Teaching Development

The International Journal of Learning, Volume 16, Issue 9, pp.551-562. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.261MB).

Thanh T. Nguyen

Deputy Director, Quality Assurance Office, Haiphong Private University, Haiphong, Viet Nam

Thanh T. Nguyen has been working extensively in the area of accreditation and quality assurance in Haiphong Private University, Vietnam. He is now pursuing his doctorate degree at Latrobe University.

Dr. Nga D. Tran

Doctorate Degree Student, Faculty of Education, University of Tasmania, Launceston, Tasmania, Australia

Nga Tran D. a current PhD student at Faculty of Education, University of Tasmania. Her research interest includes academics’ orientation to teaching and learning; evaluation and rewarding of teaching; and quality assurance in tertiary education.


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