Reflections on university learning : one group's experience

• Main Author: White, Heather, 1965-
• Other Authors: Memorial University of Newfoundland. Faculty of Education
• Format: Thesis
• Language: English
• Published: 1999
• Subjects: Continuing education; Postsecondary education; Adult education; Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses3/id/58046

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. Education Bibliography: leaves 125-130 The purpose of this qualitative inquiry was to look closely at the teaching-learning dynamics during an undergraduate group's learning experience. The researcher, as part of a Graduate Teaching Program, participated in an undergraduate course in Educational Psychology as both an observer and a teaching assistant. This research grows out of the increasing recognition of the importance of lifelong learning in the information age and was directed by the goal of bringing student voices into the androgogical dialogue. As the Heuristic methodology shaped this research study, the researcher focused on understanding and articulating the experiences of the participants of this learning experience. The research participants included a group of twenty-six learners in a third year Educational Psychology course, the professor of the course and three other graduate students who acted as third party observers. Survey, interview and observational data were interpreted in light of observations made by third party reactions to a video tape of a "typical" classroom experience. Data from diverse sources and times enabled the researcher to identify themes through the use of triangulation across time, perspective and collection method. The researcher noted a learner preference for group learning activities, a disinterest in lecturing and a passive learning orientation in learners. The student perception of a lack of change and openness within the university environment points to a need for further exploration of contemporary university teaching practice. The researcher highlights the praxis learning orientation observed in this university course and shares her insight into the teaching- learning experience(s) under investigation. The researcher discusses the implications of these findings for university teaching, informal learning settings and the current training and development demand for application oriented learning.