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Definition
Learning context refers to students’ perceptions of the course and the teaching/learning requirements.
Learning outcomes are referred to in this entry as the extent to which students have understood knowledge that relates to the acquisition of discipline skills which represent an important measure of the quality of learning. Research has shown that the outcomes of students’ learning are associated with approaches they use in learning (Entwistle and Ramsden 1983).
Deep Approaches to learning is characterized by a desire to understand underlying principles.
Surface approach to learning is characterized by a desire to cope with content or set tasks by memorizing detail.
Qualitative learning outcomes are measured by the complexity of the students’ understanding of the aims of a course of study.
Quantitative learning outcomes are measured by students’ academic grades.
Student perceptionsrefer to student views of their experiences...
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References
Entwistle, N., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Jackling, B. (2005). Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting. Accounting Education: An International Journal, 14(3), 271–292.
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London/New York: Routledge Falmer.
Trigwell, K. A., & Prosser, M. (1991). Improving the quality of student learning: The influence of learning context and student approaches to learning on learning outcomes. Higher Education, 23(3), 251–266.
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© 2012 Springer Science+Business Media, LLC
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Jackling, B. (2012). Perceptions of the Learning Context and Learning Outcomes. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_700
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