|Appears in Collections:||School of Education Journal Articles|
|Peer Review Status:||Refereed|
|Title:||What have we been thinking of? A critical overview of 40 years of student learning research in higher education|
|Publisher:||Taylor & Francis|
|Citation:||Haggis T (2009) What have we been thinking of? A critical overview of 40 years of student learning research in higher education, Studies in Higher Education, 34 (4), pp. 377-390.|
|Abstract:||This paper is a response to the request from the organisers of the HECU4 conference to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related research perspectives. The paper will first report on the results of this review, and then discuss these results in the context of theoretical moves in psychology and sociology over the same period of time. The trends identified in the higher education journals will then be compared to research into student learning in higher education which is published in two other disciplinary areas: Adult Education and Sociolinguistics. After raising some questions that arise from these comparisons, the final section of the paper will outline some suggestions about ways in which higher education researchers might begin to ‘think differently’ about learning and research in this field.|
|Rights:||Published in Studies in Higher Education by Taylor and Francis; This is an electronic version of an article published in Studies in Higher Education Volume 34, Issue 4, 2009, pages: 377-390. Studies in Higher Education is available online at: www.tandfonline.com with the open URL of your article http://www.tandfonline.com/openurl?genre=article&issn=0307-5079&volume=34&issue=4&spage=377|
|Haggis Studies in HE 2009.pdf||181.08 kB||Adobe PDF||View/Open|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact email@example.com providing details and we will remove the Work from public display in STORRE and investigate your claim.