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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/168764

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Title: Access to university and learning
Related: International Australasian Conference on Enabling Access to Higher Education (1st : 2011) (5 - 7 December 2011 : Adelaide)
Related: Proceedings of the 1st International Australasian Conference on Enabling Access to Higher Education, p.544-554
Publisher: National Committee for Enabling Educators (NCEE)
Date: 2011
Author/Creator: Kenney, Jacqueline L
Description: 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.
Description: 11 page(s)
Resource Type: conference paper
Organisation: Macquarie University. Department of Education

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