Student Perceptions of Factors Influencing Tertiary Learning

Watkins, David

doi:10.1080/0729436840030103

Cited by 59Evaluation of Teaching PracticesHigher Education Research StudiesEducational Strategies and Epistemologies

Student Perceptions of Factors Influencing Tertiary Learning

Watkins, David·1984·Higher Education Research & Development

DOI 10.1080/0729436840030103

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Abstract

An interview study about perception of factors involved in tertiary learning of 60 second year students at the Australian National University is reported. Factors which encourage deep rather than surface level processing are highlighted as are problems of transition from school to tertiary learning. An unexpected outcome was that students’ responses to probing about the nature of the differences between school and tertiary learning provided evidence of qualitative differences between the way students utilising deep or surface level processing conceive the process of learning itself. This finding has implications both for those attempting to change these students’ approach to learning and for the selection of research methods appropriate for this area.

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Suggested explanations for learning benefits of granting control include deeper processing of relevant information, error estimation, self-regulation strategies, and increased motivation.
“For example, it has been suggested that a more active involvement of the learner in the learning process promotes deeper processing of relevant information (McCombs, 1989;Watkins, 1984;Chen & Singer, 1992); encourages error estimation (Chiviacowsky & Wulf, 2005); fosters the use of self-regulation strategies (Kirschenbaum, 1984); or that giving the learner control over the practice conditions”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Watkins, 1984

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Authors: Watkins, D.
Affiliations: Australian National University (AU)
Corresponding author: Watkins, David
ORCID: Watkins, David
Venue: Higher Education Research & Development
Publisher: Informa UK Limited
Published: 1984-01
Volume: 3
Issue: 1
Pages: 33-50
ISSN: 0729-4360 (ISSN-L)
1469-8366
DOI: 10.1080/0729436840030103
OpenAlex: W1974070054
Cited by: 59
References: 21
Citations by year: 2026: 1 · 2024: 1 · 2023: 1 · 2021: 2 · 2020: 2 · 2018: 2 · 2017: 2 · 2016: 4 · 2015: 1 · 2013: 2 · 2012: 3
FWCI: 11.02
Type: journal article
Language: en
Open access: closed
Locations: Higher Education Research & Development (publishedVersion)
Funders: University of Chicago
Topics: Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Education › Higher Education Research Studies
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords: deep and surface learning, student perceptions, transition from school to university, learning methods, conceptions of learning

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Student Perceptions of Factors Influencing Tertiary Learning

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