Exploring University Teaching and Learning: Experience and Context PDF
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Exploring University Teaching and Learning Experience and Context Keith Trigwell Michael Prosser Exploring University Teaching and Learning “Enhancing discipline-specific evidence-based development of the quality of teaching and learning in higher education has been my strategy during my whole career. Therefore and with great pleasure I read the book by Trigwell and Prosser which distills their teaching and learning research into a guide for those seeking to better understand their teaching environment. Building on their discovery of rela- tions between the ways of teaching and the ways of learning, they expand on what is known about variation in teaching and how it links to course design, to research and to academic development. This book will be a valuable resource for many academics.” —Professor Sari Lindblom, University of Helsinki, Finland Keith Trigwell • Michael Prosser Exploring University Teaching and Learning Experience and Context Keith Trigwell Michael Prosser University of Sydney Melbourne Centre for the Study Sydney, NSW, Australia of Higher Education University of Melbourne Melbourne, VIC, Australia Faculty of Education University of Tasmania Hobart, TAS, Australia ISBN 978-3-030-50829-6 ISBN 978-3-030-50830-2 (eBook) https://doi.org/10.1007/978-3-030-50830-2 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover pattern © Melisa Hasan This Palgrave Pivot imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland P reface In 1999 we had just finished writing a book that was published with the title Understanding Learning and Teaching: The Experience in Higher Education. As a summary of our research into university teaching and learning up to that year, the book contains an overview of students’ expe- rience of learning. It has a focus on how university teachers can use their awareness of the context of their students’ learning to reflect on their teaching. It ended by revealing that in our empirical research we had found a relationship between the way university teachers teach, and how their students approached their learning. That relationship was important because without it, attempts to improve teaching would be for naught. That book is still in print, but of course it does not contain the story of what has happened in the 20 years since our report of the teaching- learning relationship. Over the last 20 years we have continued to conduct research into uni- versity teaching and learning together and separately with other col- leagues. That research has both replicated and extended the earlier research work. In doing so it has involved a shift in focus more towards university teachers’ awareness of their own teaching context (which continues to include an awareness of their students’ learning). While it has been pub- lished in many papers in a wide range of journals, we wanted to see it brought together to form the subject matter of a book. Exploring University Teaching and Learning is that book. It is essentially about the implications for teaching and learning in higher education of the variation in teachers’ approaches to teaching. v vi PREFACE The trigger for the writing of this sequel to Understanding Learning and Teaching was a request from Peter Kandlbinder, who asked us to sum- marise the last 20 years of our research in the form of a review paper for the on-line publication HERDSA Review of Higher Education. The for- mat and content themes presented in this book were first written by us for that publication. Permission from the Higher Education Research and Development Society of Australasia Inc. to build on the summaries we crafted for that review is acknowledged. As we approach the end of our careers, we have many more acknowl- edgements. In getting started on the 30-year teaching and learning research project featured in this book we received valuable guidance and support from Ingrid Moses and Mick Dunkin. We have benefitted mas- sively from the generous mentoring we received from Ference Marton, Noel Entwistle and John Biggs who, in the 1970s, established the field that we later came to occupy. We have thrived in collaborative research contexts with many people, including Elaine Martin and Paul Ramsden (Paul died unexpectedly in 2017. He is remembered as a colleague, a leader and a friend.), Paul Ashwin, Rob Ellis, Elizabeth Hazel and Sari Lindblom-Ylänne. Our ideas were clarified and enhanced in conversations with referees and colleagues including Shirley Booth, John Bowden, Graham Gibbs, Peter Goodyear, David Kember, Herb Marsh, Erik Meyer, Paul Pintrich, Lennart Svensson, John Richardson and Torgny Roxå. As this book shows we have learnt much together with our PhD students – Gerlese Akerlind, Maliheh Babaee, Chris Cope, Jane Davey, Helen Forbes, Katherine Jukic, Lynne Leveson, Fangfang Li, Jo McKenzie, Anna Reid, Daniel Sze, Kate Thomson and Fiona Waterhouse. And we have been assisted over the years by a talented group of Research Assistants – Joan Benjamin, Harriet Dunbar-Goddet, Patsy Gallagher, Fei Fei Han, Andria Hanbury, Jason Kelleher, Gillian Lueckenhausen, Heather Middleton, Rosemary Miller, Anne Pitkelthy, Kitty te Reile and Phillip Taylor. We also wish to acknowledge all of our co-authors and many other colleagues throughout the world who have contributed to making our academic and social lives so enjoyable. We also thank Kaye Nolan and Laura Menschik who have shared our research/academic odyssey and still smile politely when conversations lurch towards variation theory or phenomenography. Most of our research was funded by grants from the Australian Research Council, the Hong Kong University Research Grants Committee and the PREFACE vii United Kingdom Higher Education Academy, which we gratefully acknowledge. Finally, Palgrave Macmillan have given us the chance to pro- duce this ‘swansong’ and for their professional support we are thankful. Sydney, NSW, Australia Keith Trigwell Melbourne, VIC, Australia Michael Prosser Hobart, TAS, Australia 2020 c ontents 1 Exploring Teaching and Learning in Higher Education 1 2 Students’ Experiences of Learning 15 3 Teachers’ Experiences of Teaching 37 4 Teachers’ Experiences of their Subject Matter and of Research 63 5 Leadership of Teaching and Learning 85 6 Changing and Developing Teachers’ Approaches to Teaching 99 7 Summary and Conclusions 111 Appendix: Approaches to Teaching Inventory-Revised (ATI-R) 119 Index 123 ix a a bout the uthors Michael Prosser is a professorial member of The University of Melbourne and the University of Tasmania, Australia, and recipient of life-time achievement awards from national and international organisations. He has a career in supporting and researching teaching and learning in higher education, including co-development of the Approaches to Teaching Inventory. Keith Trigwell is an Honorary Professor at The University of Sydney, Australia. His research interests include investigating qualitative differ- ences in university teaching and students learning and the scholarship of teaching, including co-development of the Approaches to Teaching Inventory. He has been awarded life-time achievement awards by national and international organisations. xi a bbreviations 3P Presage Process Product ATI Approaches to Teaching Inventory ATI-R Approaches to Teaching Inventory Revised CCSF Conceptual change/student-focused (approach) CDSF Conceptual development/student-focused (approach) EEI Experience of Emotions Inventory ETI Emotions of Teaching Inventory GPA Grade Point Average ITTF Information transmission/teacher-focused (approach) MEQ Module Experience Questionnaire OSI-R Occupational Stress Inventory-Revised PBL Problem-based learning PTEI Perceptions of the Teaching Environment Inventory SAL Student Approach to Learning SEM Structural Equation Modelling SOLO Structure of the Observed Learning Outcome SPQ Study Process Questionnaire SRL Self-regulated learning TOQ Teaching Orientation Questionnaire xiii
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