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...e domain, the concepts and their relations. 1 Introduction Students in higher education need to develop a focus on meaningful learning; memorization of facts and procedures is not enough for success (=-=Biggs & Tang, 2007-=-). Graduates from higher education need a deep understanding of concepts to generate new ideas, new theories, new products and new knowledge (Sawyer, 2006). Meaningful and deep learning has been descr...

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...researchers mistake for rote learning is, in fact, learning through memorisation, which often involves deep learning strategies (Chan & Drover, 1997; Wing On, 1996). Nevertheless, research has shown (=-=Biggs, 2003-=-) that a process of memorisation is used by some learners as a route to deep understanding and should not be dismissed. The Western preconceptions concerning the impact of Confucianism that were once ...

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...t now experiences university, particularly their learning experience. This changing context has presented new opportunities for teachers to examine the way in which they teach and how learners learn (=-=Biggs, 1999-=-; Chalmers & Fuller, 1996; Ramsden, 1992). Whilst research in the area of student learning is relatively new there is a shift in the focus on teaching improvements to improving the ways that teachers ...

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...absence of concern with the place of teaching and learning is evident in the influential student learning literature that has emerged since the 1970s (Marton & Saljo, 1976; Entwistle & Ramsden, 1983; =-=Biggs, 1999-=-). Overall, that body of research unproblematically offered a concept of the teaching and learning transaction as a relation between teacher-student-content unrelated to the physical location of the i...

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...s journal writing. The writing of journals enables reflection and the creation of ideas and patterns of order out of the mainly random events of experience. Activity and reflection are complementary and mutually supportive; action alone is blind, reflection impotent (Csikszentmihalyi, 1991). Journal writing has flourished as a learning exercise in educational settings since the early 1960s and has been used in a wide range of disciplines in various contexts (Dyment & O'Connell, 2003). It is well known that assessment has a major influence on the nature of student learning. Scholars, including Biggs (1999) and Prosser & Trigwell (1999), have argued that students will direct their learning to what they think the teacher will want to assess and learn in ways that will result in the best results for the type of assessment being used. Assessment can be broadly grouped into three types. Assessment of learning occurs when a student's understanding of curriculum content is measured and this is the traditional role of assessment. Assessment for learning occurs when the goal is to identify areas in which more work may be needed. Assessment as learning involves students in the act of assessment as active...

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...incorporated the active learning tasks into their face-to-face classes that arose from the redesign. A teaching conception for improving learning with technology Standard higher education texts (e.g. =-=Biggs, 1999-=-, Ramsden, 1992, Laurillard, 1993, Hiltz and Turoff, 1993) can tell us much about how to design learning environments and avoid common misconceptions about technology’s role in education. A qualitativ...

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...ppropriate learning outcomes, teaching and learning strategies, contentsprovision, assessment strategies, and learning resources, as identified in models ofsteaching and learning in higher education (=-=Biggs, 1999-=-; Laurillard, 2002; Ramsden,s1992).sSuch courses typically include an activity-focused study guide, whichsincorporates more than just content or lecture notes by providing scaffolding forsstudent lear...