Abstract
This article orients a recently proposed alienation-based framework for student learning theory (SLT) to the empirical basis of the approaches to learning perspective. The proposed framework makes new macro-level interpretations of an established micro-level theory, across three levels of interpretation: (1) a context-free psychological state (alienation), (2) a context-bound psychological state (student alienation), and (3) sociological processes from which these psychological states arise. Evidence for the viability of this macro–micro framework is, however, lacking, as is a clear path to seeking such evidence due to the framework’s complexity. The dichotomy of state and process implied by the framework reflects a recognised ‘dual interpretation’ of alienation, by which micro-level experiences are linked to behaviours through mediating macro-level psychological states. We use this dual interpretation together with Seeman’s (Ann Rev Sociol, 1975) six variants of alienation to construct a clear and well-ordered overall framework, and to hypothesize comprehensive explanations for the correlations observed between surface approaches to learning and five dimensions of learning experience emphasized in SLT. These five hypotheses are presented as succinct if…then statements, and assessed according to established qualitative criteria. Overall, the article prepares the way both for empirical verification of what is a complex theoretical structure, and for other future research in this vein.
Similar content being viewed by others
References
Andrew, N. P. (2010). Applicability of the student Course Experience Questionnaire (SCEQ) in an African context: The case of Nigerian Universities. Literacy Information and Computer Education Journal, 1(3), 143–150.
Ashworth, P., Bannister, P., & Thorne, P. (1997). Guilty in whose eyes? University students’ perceptions of cheating and plagiarism in academic work and assessment. Studies in Higher Education. doi:10.1080/03075079712331381034.
Biggs, J. (1987). Student approaches to learning and studying. Hawthorn: Australian Council for Educational Research.
Biggs, J. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development. doi:10.1080/0729436930120107.
Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology. doi:10.1348/000709901158433.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Maidenhead: Open University Press.
Cabrera, A. F., Castañeda, M. B., Amaury, N., & Hengstler, D. (1992). The convergence between two theories of college persistence. The Journal of Higher Education. doi:10.2307/1982157.
Case, J. M. (2008). Alienation and engagement: Development of an alternative theoretical framework for understanding student learning. Higher Education. doi:10.1007/s10734-007-9057-5.
Cooke, D. K. (1994). The factor structure and predictive-validity of Burbach’s university alienation scale. Educational and Psychological Measurement. doi:10.1177/0013164494054004014.
Daugherty, T. K., & Lane, E. J. (1999). A longitudinal study of academic and social predictors of college attrition. Social Behavior and Personality. doi:10.2224/sbp.1999.27.4.355.
Diseth, Å. (2007a). Students’ evaluations of teaching, approaches to learning, and academic achievement. Scandinavian Journal of Educational Research. doi:10.1080/00313830701191654.
Diseth, Å. (2007b). Approaches to learning, course experience and examination grade among undergraduate psychology students: Testing of mediator effects and construct validity. Studies in Higher Education. doi:10.1080/03075070701346949.
Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Entwistle, N., & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education. doi:10.1007/BF00137106.
Fann, K. T. (1970). Peirce’s theory of abduction. The Hague: Martinus Nijhoff.
Fryer, L. K., Ginns, P., Walker, R. A., & Nakao, K. (2012). Student perceptions and related learning approaches within the Japanese tertiary environment. British Journal of Educational Psychology. doi:10.1111/j.2044-8279.2011.02045.x.
Gaff, J. G., Crombag, H. F. M., & Chang, T. M. (1976). Environments for learning in a Dutch university. Higher Education. doi:10.1007/BF00136450.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
Gijbels, D., Segers, M., & Struyf, E. (2008). Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning. Instructional Science. doi:10.1007/s11251-008-9064-7.
Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330–366.
Haggis, T. (2003). Constructing images of ourselves? A critical investigation into ‘approaches to learning’ research in higher education. British Educational Research Journal. doi:10.1080/03075070902771903.
Heinz, W. R. (1991). Changes in the methodology of alienation research. International Journal of Sociology and Social policy. doi:10.1108/eb013155.
Johnson, G. M. (2005). Student alienation, academic achievement, and WebCT use. Educational Technology & Society, 8(2), 179–189.
Karagiannopoulou, E., & Christodoulides, P. (2005). The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research. doi:10.1016/j.ijer.2006.05.002.
Lacourse, E., Villeneuve, M., & Claes, M. (2003). Theoretical structure of adolescent alienation: A multigroup confirmatory factor analysis. Adolescence, 38(152), 639–650.
Ladner, G. B. (1967). Homo viator: Medieval ideas on alienation and order. Speculum. doi:10.2307/2854675.
Law, D. C. S., & Meyer, J. H. F. (2011). Relationships between Hong Kong students’ perceptions of the learning environment and their learning patterns in post-secondary education. Higher Education. doi:10.1007/s10734-010-9363-1.
Lawless, C. J., & Richardson, J. T. E. (2002). Approaches to studying and perceptions of academic quality in distance education. Higher Education. doi:10.1023/A:1016315114558.
Lee, A. M. (1972). An obituary for “alienation”. Social Problems. doi:10.1525/sp.1972.20.1.03a00100.
Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education. doi:10.1080/03075070120099359.
Magnani, L. (2001). Abduction, reason, and science. New York: Kluwer Academic/Plenum Publishers.
Malcolm, J., & Zukas, M. (2001). Bridging pedagogic gaps: Conceptual discontinuities in higher education. Teaching in Higher Education. doi:10.1080/13562510020029581.
Mann, S. J. (2001). Alternative perspectives on the student experience: Alienation and engagement. Studies in Higher Education. doi:10.1080/03075070123178.
Marsh, H. W., Ginns, P., Morin, A. J. S., Nagengast, B., & Martin, A. J. (2011). Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ). Journal of Educational Psychology. doi:10.1037/a0024221.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning, outcome and process I. British Journal of Educational Psychology. doi:10.1111/j.2044-8279.1976.tb02980.x.
Marton, F., & Säljö, R. (1997). Approaches to learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning (2nd ed., pp. 36–55). Edinburgh: Scottish Academic Press.
Ning, H. K., & Downing, K. (2010). Connections between learning experience, study behaviour and academic performance: A longitudinal study. Educational Research. doi:10.1080/00131881.2010.524754.
Rae, G. (2010). Alienation, authenticity and the self. History of the Human Sciences. doi:10.1177/0952695110375763.
Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education. doi:10.1007/BF01680529.
Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education. doi:10.1080/03075079112331382944.
Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.
Ramsden, P., & Entwistle, N. J. (1981). Effects of academic departments on students’ approaches to studying. British Journal of Educational Psychology. doi:10.1111/j.2044-8279.1981.tb02493.x.
Richardson, J. T. E. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment & Evaluation in Higher Education. doi:10.1080/02602930500099193.
Richardson, J. T. E. (2006). Investigating the relationship between variations in students’ perceptions of their academic environment and variations in study behavior in distance education. British Journal of Educational Psychology. doi:10.1348/000709905X69690.
Richardson, J. T. E. (2010). Perceived academic quality and approaches to studying in higher education: Evidence from Danish students of occupational therapy. Scandinavian Journal of Educational Research. doi:10.1080/00313831003637972.
Säljö, R. (1982). Learning and understanding. Gothenburg: Acta Universitatis Gothenburgensis.
Schabracq, M., & Cooper, C. (2003). To be or not to be me: About alienation. Counselling Psychology Quarterly. doi:10.1080/09515070302754.
Schacht, R. (1994). The future of alienation. Urbana: University of Illinois Press.
Scheff, T. (1997). Emotions, the social bond, and human reality: Part/whole analysis. Cambridge: Cambridge University Press.
Scheff, T. (2011). Parts and wholes: Goffman and Cooley. Sociological Forum. doi:10.1111/j.1573-7861.2011.01269.x.
Seeman, M. (1959). On the meaning of alienation. American Sociological Review. doi:10.2307/2088565.
Seeman, M. (1975). Alienation studies. Annual Review of Sociology. doi:10.1146/annurev.so.01.080175.000515.
Seeman, M. (1983). Alienation motifs in contemporary theorizing: Hidden continuity of the classic themes. Social Psychology Quarterly. doi:10.2307/3033789.
Seeman, M., & Anderson, C. S. (1983). Alienation and alcohol: The work of work, mastery and community in drinking behavior. American Sociological Review. doi:10.2307/2095145.
Thagard, P. (1988). Computational philosophy of science. Cambridge, MA: MIT Press.
Trigwell, K., & Ashwin, P. (2003). Undergraduate students’ experience of learning at the University of Oxford. Accessed July 16, 2013 from http://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute/documents/overview/research/publications/OLCPFinal.pdf.
Williamson, I., & Cullingford, C. (1997). The uses and misuses of ‘alienation’ in the social sciences and education. British Journal of Educational Studies. doi:10.1111/1467-8527.00051.
Wilson, K., & Fowler, J. (2005). Assessing the impact of learning environments on students’ approaches to learning: Comparing conventional and action learning designs. Assessment and Evaluation in Higher Education. doi:10.1080/0260293042000251770.
Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation, and application of the Course Experience Questionnaire. Studies in Higher Education. doi:10.1080/03075079712331381121.
Yuill, C. (2011). Forgetting and remembering alienation theory. History of the Human Sciences. doi:10.1177/095269511140052.
Acknowledgments
We would like to acknowledge assistance with crafting this article provided by Paul Ramsden, Keith Trigwell, and by an esteemed colleague, scholar and friend, Ray Debus (1931–2014).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Barnhardt, B., Ginns, P. An alienation-based framework for student experience in higher education: new interpretations of past observations in student learning theory. High Educ 68, 789–805 (2014). https://doi.org/10.1007/s10734-014-9744-y
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10734-014-9744-y