CoChat
Sign Up
Cited by 17Evaluation of Teaching PracticesInnovative Teaching MethodsHigher Education Research Studies

Teaching and learning cultures in higher education: A mismatch in conceptions

Sagy, Ornit, Hod, Yotam, Kali, Yael·2019·Higher Education Research & Development
DOI 10.1080/07294360.2019.1576594
Open this paper in CoChat — free account

Abstract

Instructional approaches in higher education that foster learning based on internal values are required with the enrollment of wider and more diverse audiences. The current study explores this challenge with a focus on the relationship between students’ learning cultures and the way instructors’ view them. We interviewed 76 students and six instructors at an established academic institution. Data comprised of 210 students’ and 146 instructors’ utterances that were analyzed using mixed methods. Findings revealed a mismatch of instructors’ conceptions about the learning culture of the typical student, potentially leading to compromises in their teaching practices. We provide evidence that reciprocal relations exist between cultures of teaching and learning, contributing to the wicked challenges of rethinking the role of teachers in reinforcing passive learning cultures in undergraduate education. Adoption of internal-based values teaching approaches can help break this feedback loop.

Integrity signals

Registry

Crossref · 10.1080/07294360.2019.1576594

Cites

36 of 36 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Studies show that teachers believe students are more instrumental about learning than students perceive themselves to be.

    “Generally, studies show that teachers believe students are more instrumental about learning than students perceive themselves to be (Sagy et al., 2019; see also Encheva et al., 2025;).”

    From Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education (2026) · cites this paper as Sagy et al., 2019

  • Active learning and relational pedagogies are conducive to partnership ethics.

    “Active learning and relational pedagogies are conducive to partnership ethics (see Owusu-Agyeman & Pillay, 2023;Sagy et al., 2019).”

    From Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education (2026) · cites this paper as Sagy et al., 2019

  • In higher education, classroom expectations, habits and cultural norms can pose barriers to partnership ethics.

    “In higher education, classroom expectations, habits and cultural norms can pose barriers (Darcie et al., 2024;Sagy et al., 2019;Yusuf et al., 2024).”

    From Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education (2026) · cites this paper as Sagy et al., 2019

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Sagy, O., Hod, Y., & Kali, Y.
Affiliations
University of Haifa (IL)
Corresponding author
Hod, Yotam
ORCID
Venue
Higher Education Research & Development
Publisher
Informa UK Limited
Published
2019-02-11
Volume
38
Issue
4
Pages
849-863
ISSN
  • 0729-4360 (ISSN-L)
  • 1469-8366
DOI
10.1080/07294360.2019.1576594
OpenAlex
W2912542009
Cited by
16
References
36
Citations by year
2025: 1 · 2024: 1 · 2023: 1 · 2022: 5 · 2021: 6 · 2020: 2
FWCI
8.77
Type
journal article
Language
en
Open access
closed
Locations
Higher Education Research & Development (publishedVersion)
Funders
Israel Science Foundation (1716/12)
Topics
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Innovative Teaching Methods
  • Social Sciences › Education › Higher Education Research Studies
Keywords
learning culture, pedagogical culture, internal values, passive learning, teacher role, undergraduate education, teaching practice, student diversity, bidirectional relationship

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review