Learning from tutorials: a qualitative study of approaches to learning and perceptions of tutorial interaction

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

This study examines differences in university students’ approaches to learning when attending tutorials as well as variation in students’ perceptions of tutorials as an educational arena. In-depth qualitative analysis of semi-structured interviews with undergraduates showed how surface and deep approaches to learning were revealed in the students’ note-taking, listening, and engaging in dialogue. It was also shown how variation in the students’ approaches to learning were coherent with variation in the students’ perceptions of the tutors’ pedagogical role, the value of peer interaction, and the overall purpose of tutorials. The results are discussed regarding the paradox that students relying on surface approaches to learning seemingly are the ones least likely to respond to tutorials in the way they were intended.
Original languageEnglish
Book seriesHigher Education: Handbook of Theory and Research
Volume68
Issue4
Pages (from-to)591-606
Number of pages16
ISSN0882-4126
DOIs
Publication statusPublished - 2014

See relations at Aarhus University Citationformats

ID: 70855625