PGCert in Higher Education

Professional Practice

Introductory Workshop
February 2009
Jannie Roed
Learning approaches/styles and
your assignments

 Your introduction about previous
learning experiences and discussion
of values

 Your reflections/discussions on your
peer reviews
The lecturer’s expectations of
the student/learner
What is learning?

 Think about something you are really
good at.

 How did you learn to do it?

 In your own view, what is the best way
for you to learn?
Approaches to learning –
different stands.

Students will have a preferred learning style
and use it whatever the task (Schmeck

Approaches entirely determined by context
(Marton & Saljo 1976)

An interaction between personal and
contextual factors (Biggs & Tang 2007)
Honey and Mumford (1986)
Felder and Silverman (1988)
1. How does the student perceive
information most effectively –
through which sensory channel?
2. How does the student prefer to
process information?
3. How does the student progress
towards understanding?
3P model of teaching and
 Presage – before learning takes place
- student factors
- teaching context
 Process – during learning
- learning focused activities
 Product – the outcome of learning
- learning outcomes
(Biggs and Tang 2007)
 Biggs, J. and Tang Catherine (2007) Teaching for Quality Learning at
University. SRHE & Open University.
 Felder, R.M. and Silverman, L.K. (1988) Learning and Teaching Styles in
Engineering Education in Engineering Education, 78(7), 674-681
 Honey, P. and Mumford A. (1986). A Manual of Learning Styles, Peter
Honey, Maidenhead
 Marton, F. and Saljo, R.(1976) On qualitative differences in learning – I:
Outcome and process, British Journal of Educational Psychology, 46:4-11.
 Reynolds, M.(1997) Learning Styles: A Critique. Management Learning,
28(2), 115-133.
 Schmeck, R.(ed.) (1988) Learning Strategies and Learning Styles. New