Beschreibung
Research in Europe and the Far East reveal that contrasts in learning conceptions and studying approaches depict future learning orientations among students in higher education. According to that research, the students who adopt the deep contrast:- transformative learning are more successful learners than those who adopt the surface contrast:-passive, rote and rarely sustainable learning. Some students were found to adopt thestrategic contrast focusing on achievement of high grades,rather than futuristic learning benefits. Similar research was neglected among Technical Education(TE) students, yet the rapid 21st century uncertainties and technological changes also affect these students learning and future prospects. An exploratory quantitative research design,using questionnaires adapted from the Approaches to Study Skills Inventory for Students (Entwistle, 2006) and an observation schedule, aided the data collection. Cronbach alpha was 0.707 for Learning Conceptions and 0.64 for Studying Approaches.The conclusion drawn was TE training encouraged students strategic learning and studying more than transformative learning. Vigilant and regular review of TE curriculum is vital.
Autorenporträt
Lucy Achieng'Ogol PhD,works at the Kenya Institute of Curriculum Development, Kenya, as a Deputy Director. Lucy, a curriculum development specialist, with over 25 years of experience has passion for transformative learning which she promotes in this thesis. She is also involved in Education for Sustainable Development research and learning activities.
Herstellerkennzeichnung:
BoD - Books on Demand
In de Tarpen 42
22848 Norderstedt
DE
E-Mail: info@bod.de
