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Keith Trigwell

Bio: Keith Trigwell is an academic researcher from University of Sydney. The author has contributed to research in topics: Teaching method & Teaching and learning center. The author has an hindex of 44, co-authored 78 publications receiving 12639 citations. Previous affiliations of Keith Trigwell include University of Technology, Sydney & University of Oxford.


Papers
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Book
01 Jan 1999
TL;DR: Teaching and learning in higher education as mentioned in this paper is a model for understanding teaching and learning students' prior experience of learning, students' perceptions of the learning situation students' approaches to learning, and students' learning outcomes experiences of teaching.
Abstract: Teaching and learning in higher education a model for understanding teaching and learning in higher education students' prior experience of learning students' perceptions of the learning situation students' approaches to learning students' learning outcomes experiences of teaching in higher education understanding learning and teaching appendix - approaches to teaching inventory.

1,938 citations

Journal ArticleDOI
TL;DR: For example, the authors found that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject, but less strongly, in classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions.
Abstract: This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject Con- versely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities The results complete a chain of relations from teacher thinking to the outcomes of student learning Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching Numerous studies have shown corre- lations between students' deeper approaches to learning and higher quality learning outcomes The results reported here link these two sets of studies They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmis- sion teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching

1,425 citations

Journal ArticleDOI
TL;DR: In this paper, the authors focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study and between approach to study, and the quality of learning outcomes.
Abstract: Previous studies of the relationship between perceptions and/or evaluations of the learning environment and approaches to study have either not included measures of students' learning outcomes, or have included quantitative differences and not qualitative differences in learning outcomes. The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches.

766 citations

Journal ArticleDOI
TL;DR: The article offers a new way to conceptualise what is being ‘blended’ that is theoretically coherent, philosophically defensible and pragmatically informative and attempts to redeem the concept of blended learning.
Abstract: Although the term 'blended learning' is widely used, this article argues against it. Two arguments are advanced. The first is primarily philosophical, although it has several pragmatic implications. It proposes that 'blending' either relies on the idea of dichotomies which are suspect within the context of learning with technology or else becomes ineffective as a discriminating concept and is thus without purpose. The implication of this is that the term 'blended' should either be abandoned or, at the least, radically reconceived. The second argument proposes that learning, from the perspective of the learner, is rarely, if ever, the subject of blended learning. What is actually being addressed are forms of instruction, teaching, or at best, pedagogies. The implication of this is that the term 'learning' should be abandoned. The second half of the article attempts to redeem the concept of blended learning by arguing that learning gains attributed to blended learning may have their explanation in variation theory. It offers a new way to conceptualise what is being 'blended' that is theoretically coherent, philosophically defensible and pragmatically informative. The article concludes by setting an agenda for further work in this area.

688 citations

Journal ArticleDOI
TL;DR: In this paper, the authors analyse how academic discipline is related to university teachers' approaches to teaching, and explore the effects of teaching context on approaches to teach and find that there is systematic variation in both student-and teacher-focused dimensions of approach to teaching across disciplines and across teaching contexts.
Abstract: Two related studies are reported in this article. The first aimed to analyse how academic discipline is related to university teachers’ approaches to teaching. The second explored the effects of teaching context on approaches to teaching. The participants of the first study were 204 teachers from the University of Helsinki and the Helsinki School of Economics and Business Administration and 136 teachers from the University of Oxford and Oxford Brookes University who returned university teaching inventories. Thus, altogether there were 340 teachers from a variety of disciplines in Finland and the UK. The second study involved only the Finnish sample. The results showed that there was systematic variation in both student‐ and teacher‐focused dimensions of approaches to teaching across disciplines and across teaching contexts. These results confirm the relational nature of teachers’ approaches to teaching and illustrate the need, in using inventories such as the Approaches to Teaching Inventory, to be explic...

565 citations


Cited by
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Book
01 Jan 1999
TL;DR: In this article, the authors present a framework for the generation of ILOs for a course by identifying the kind of knowledge to be learned (declarative or functioning) and the level of understanding or performance to be achieved.
Abstract: generalize create, solve unseen problems, extrapolate to unknown domains 22831.indb 124 6/15/11 2:11 PM Designing intended learning outcomes 125 • the verb at the appropriate level of understanding or of performance intended; • the topic content the verb is meant to address, the object of the verb in other words; • the context of the content discipline in which the verb is to be deployed. The ILOs for the course The Nature of Teaching and Learning illustrate these points: 1 Explain why a particular course topic is important to teaching. 2 Apply a course topic to your own teaching. 3 Refl ect on your teaching in terms of a working theory you have gained from the course. 4 Evaluate a situation that has gone wrong and apply a solution. The fi rst refers to declarative knowledge: the students have to reach a level of understanding that requires them to explain something, not just describe or list it: the latter only display multistructural levels of understanding, but explaining requires students to be able to relate the topic to the context of teaching and is at a relational level of understanding. The second is a functioning knowledge example also at the relational level as it requires a level of understanding that enables the student to apply the topic to teaching. The other two are also about functioning knowledge and should be at the relational to extended abstract level of understanding, depending on the originality of the student’s response. The content in (3) is the student’s own working theory and the context the student’s own teaching, and in (4), the content is the theory used in evaluating and the context the problematic situation in teaching. As a note on the number of ILOs per course, we stated earlier that there should be no more fi ve or six ILOs for any course, even though there may be up to ten topics that need addressing. The answer is to write integrating ILOs that address several topics, or, as in ILOs (1) and (2) above, the ILO allows the student to select just one topic for demonstrating ability to achieve the ILO. Another thing to watch out for are redundant ILOs, such as ‘Describe and explain . . .’. ‘Describe’ is redundant because if the student can explain the topic, he or she can certainly describe it. The other matter one should keep in mind at this stage is that desirable but unintended outcomes, or outcomes unforeseen by the teacher, may emerge. This is the nature of extended abstract responses by the student, and they will be accounted for in the normal assessment, but others may simply be things that the student sees as important and relevant learning. This matter becomes a practical issue during assessment, and we address it in Chapter 10. You should now be in a position to design and write your own ILOs for a course you are teaching (Task 7.1). 22831.indb 125 6/15/11 2:11 PM 126 Designing constructively aligned outcomes-based teaching and learning Task 7.1 Writing course ILOs Take a course that you are teaching. Consider the course aim and write the course ILOs by identifying: a the kind of knowledge to be learned (declarative or functioning). b the content or topic to be learned. c the level of understanding or performance to be achieved. d any particular context in which the outcome verb is to be enacted. The following grid may be a useful framework to help you think. Kind of knowledge Level of Content topic Context Declar/function understanding (outcome verb) ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Now go across the rows and write out the course ILOs by stating the intended level of understanding or performance (outcome verb), topic and the context in which the verb is to be enacted. There is no need to include the kind of knowledge in the ILO as that is defi ned by the verb(s) you use. To recap an example of a course ILO from our course The Nature of Teaching and Learning : Students should be able to: Refl ect (level of understanding and performance) on your teaching (context) in terms of a working theory you have gained from the course (content). Now write your course ILOs. Students should be able to: ILO1: _______________________________________________________ ILO2: _______________________________________________________ ILO3: _______________________________________________________ 22831.indb 126 6/15/11 2:11 PM Designing intended learning outcomes 127 Aligning ILOs at three levels: curriculum mapping Now that we have written the course ILOs, we have the task of checking to see that the three levels of intended outcomes, graduate, programme and course, are aligned. We can achieve this by curriculum mapping (Huet et al. 2009), which is a systematic means of ensuring alignment between programme ILOs and graduate outcomes, and course ILOs and programme ILOs. Graduate outcomes and programme ILOs Table 7.4 shows a simply way of checking the alignment between graduate outcomes and programme ILOs. The table is a device to ensure that the match between programme ILOs and graduate outcomes has at least been considered. Programme ILOs should not be forced to match graduate outcomes that don’t belong in the programme. Because of the different natures of different disciplines or professions, different programmes may have different emphases in addressing the graduate outcomes. It is not necessary that every programme should address all graduate outcomes to the same extent because some may not be relevant to the programme. Programme ILOs are simply the reasons that the programme is being taught, which is a matter of professional and academic judgment. However, university policy will prevail on this. Task 7.2 parallels Table 7.4: it asks you to align programme ILOs with the graduate outcomes of your university, if it has any. If the programme ILOs ILO4: _______________________________________________________ ILO5:_______________________________________________________ ILO6:_______________________________________________________ Review the ILOs to see whether: a the kind of knowledge, content and level of understanding or performance are relevant to achieve the course aim. b they cover all the main reasons for teaching the course. c they are clearly written, especially in identifying the level of understanding or performance to be achieved by the students, and the context (if appropriate). d the number is manageable for designing aligned teaching/learning activities and assessment tasks. How does this new set of course ILOs compare to your existing course ‘objectives’? Does the existing set need to be rewritten? 22831.indb 127 6/15/11 2:11 PM 128 Designing constructively aligned outcomes-based teaching and learning haven’t yet been articulated, discuss them with the programme coordinator and derive a set, then match them with the graduate outcomes. This should give you a clearer idea of how graduate outcomes can suitably be addressed in your teaching. How does your attempt gel with your university’s policy on this? Gelade and Fursenko (2007) also describe a tool for systematically mapping courses and programmes for graduate outcomes. Task 7.2 Aligning programme ILOs with graduate outcomes 1 Take a programme in which you are teaching and either list the programme ILOs if they are already articulated or, if they are not, sit down with the programme coordinator or programme committee chairperson and fi rst write the aims of the programme and a list of programme ILOs that meet those aims. 2 What are the graduate outcomes of your university? List them in the left-hand column in the grid below. 3 In the right-hand column list the programme ILOs that would address the graduate outcomes. Are all graduate outcomes addressed somewhere? Which are not? Does it matter?’ Graduate outcomes Programme ILO 1 2 etc. Table 7.4 An example of aligning programme ILOs with graduate outcomes Graduate outcomes Programme ILO Competent in professional Analyse and apply principles to real-life practice accounting situations Communicate effectively Communicate as a professional with clients and colleagues in real-life accounting situations Teamwork Operate effectively and ethically as a team member in real-life accounting situations Ethical professional As above 22831.indb 128 6/15/11 2:11 PM Designing intended learning outcomes 129 Programme ILOs and course ILOs The next level of alignment is between the programme and the course ILOs. As each programme is served by its constituent courses, it is important that, when aligning course ILOs to the programme ILOs, the course ILOs in total address all aspects of the programme ILOs. Often a programme ILO will be addressed by several courses, from different and increasingly more complex angles. You may attempt this in Task 7.3. Task 7.3 Aligning course ILOs with programme ILOs For individual teachers 1 List the programme ILOs of the programme. 2 List the course ILOs of the courses that you are teaching in a given programme. 3 Consider what programme ILO(s) each of the course ILOs addresses in the following table. Programme ILOs Course 1 ILOs Course 2 ILOs Course 3 ILOs

6,414 citations

01 Jan 2015
TL;DR: The results suggest that the LJQ is a reliable and valid instrument for evaluating LJ.
Abstract: Objectives: Lao Juan (LJ, 劳倦) is a syndrome described in Chinese medicine (CM) that manifests with : Lao Juan (LJ, 劳倦) is a syndrome described in Chinese medicine (CM) that manifests with fatigue, fever, spontaneous sweating, indigestion, work-induced pain, weakness of the limbs, and shortness of breath. fatigue, fever, spontaneous sweating, indigestion, work-induced pain, weakness of the limbs, and shortness of breath. The present study was conducted to examine the reliability and validity of a Lao Juan Questionnaire (LJQ). The present study was conducted to examine the reliability and validity of a Lao Juan Questionnaire (LJQ). Methods: A total of 151 outpatients and 73 normal subjects were asked to complete the LJQ. Seventy-three normal subjects A total of 151 outpatients and 73 normal subjects were asked to complete the LJQ. Seventy-three normal subjects were additionally asked to complete the Chalder Fatigue Scale (CFS). Twelve clinicians determined whether the were additionally asked to complete the Chalder Fatigue Scale (CFS). Twelve clinicians determined whether the 151 outpatients exhibited LJ or not. The internal consistency and construct validity for the LJQ were estimated using 151 outpatients exhibited LJ or not. The internal consistency and construct validity for the LJQ were estimated using data from the outpatient subjects. The CFS data were used to examine the concurrent validity of the LJQ. Total LJQ data from the outpatient subjects. The CFS data were used to examine the concurrent validity of the LJQ. Total LJQ scores and the clinicians' diagnoses of the outpatients were used to perform receiver operating characteristics (ROC) scores and the clinicians' diagnoses of the outpatients were used to perform receiver operating characteristics (ROC) curve analyses and to defi ne an optimum cut-off score for the LJQ. curve analyses and to defi ne an optimum cut-off score for the LJQ. Results: The 19-item LJQ had satisfactory internal : The 19-item LJQ had satisfactory internal consistency (α=0.828) and concurrent validity, with signifi cant correlations between the LJQ and the CFS subscales. consistency (α=0.828) and concurrent validity, with signifi cant correlations between the LJQ and the CFS subscales. In the test of construct validity using principal component analysis, a total of six factors were extracted, and the overall In the test of construct validity using principal component analysis, a total of six factors were extracted, and the overall variance explained by all factors was 59.5%. In ROC curve analyses, the sensitivity, specifi city, and area under the variance explained by all factors was 59.5%. In ROC curve analyses, the sensitivity, specifi city, and area under the curve were 76.0%, 59.2%, and 0.709, respectively. The optimum cut-off score was defi ned as six points. curve were 76.0%, 59.2%, and 0.709, respectively. The optimum cut-off score was defi ned as six points. Conclusions: Our results suggest that the LJQ is a reliable and valid instrument for evaluating LJ. Our results suggest that the LJQ is a reliable and valid instrument for evaluating LJ. KEYWORDS Chinese medicine, chronic fatigue syndrome, Chinese medicine-pattern Chinese medicine, chronic fatigue syndrome, Chinese medicine-pattern

3,787 citations

Journal ArticleDOI
TL;DR: In this article, a conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented, which is based on a self-regulatory perspective on student motivation in contrast to a student approaches to learning.
Abstract: A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed, as are the implications of the SRL conceptual framework for developing instruments to assess college student motivation and learning. The conceptual framework may be useful in guiding future research on college student motivation and learning.

2,248 citations

01 Jan 2009
TL;DR: In this paper, the main engines of change and their impact on higher education are examined, including globalisation, inequalities in access, increasing student mobility, teaching, learning and curricula, quality assurance, accountability and qualifications frameworks; financing and the public good-private good debate; the growth of private higher education; the academic profession; the research environment; information and communications technology; and the impact of demographics and the economic crisis on the development and reform of higher education in the immediate future.
Abstract: This report examines the changes that have taken place since the 1998 UNESCO World Conference on Higher Education, in particular the main engines of change and their impact on higher education. This trend report is intended to provide background analysis and to animate discussion at the 2009 UNESCO World Conference on Higher Education. It examines the central issues and the contextual factors that have shaped higher education in the past decade, and presents prospects for the immediate future. Much of this report is concerned with the ways in which higher education has responded to the challenge of massification. Other issues examined include globalisation; inequalities in access; increasing student mobility; teaching, learning and curricula; quality assurance, accountability and qualifications frameworks; financing and the public good-private good debate; the growth of private higher education; the academic profession; the research environment; information and communications technology; and the impact of demographics and the economic crisis on the development and reform of higher education in the immediate future.

1,695 citations

Journal ArticleDOI
TL;DR: In this article, three categories of diversity that have been shown to have important implications for teaching and learning are differences in students' learning styles (characteristic ways of taking in and processing information), approaches to learning (surface, deep, and strategic), and intellectual development levels (attitudes about the nature of knowledge and how it should be acquired and evaluated).
Abstract: Students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional practices. The more thoroughly instructors understand the differences, the better chance they have of meeting the diverse learning needs of all of their students. Three categories of diversity that have been shown to have important implications for teaching and learning are differences in students' learning styles (characteristic ways of taking in and processing information), approaches to learning (surface, deep, and strategic), and intellectual development levels (attitudes about the nature of knowledge and how it should be acquired and evaluated). This article reviews models that have been developed for each of these categories, outlines their pedagogical implications, and suggests areas for further study.

1,587 citations