Search results for author:"Michael Prosser"
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Assessment and Evaluation in Higher Education Vol. 14, No. 1 (1989) pp. 55–66
A short, intensive orientation program offered to a small group of students before the start of their first computer science course taught a simple programing language and provided pre-programing skills. The orientation was found to be beneficial,...
The University Student Experience of Face-to-Face and Online Discussions: Coherence, Reflection and Meaning
Association for Learning Technology Journal Vol. 15, No. 1 (March 2007) pp. 83–97
This paper reports on an investigation into learning through discussions by undergraduate social work students. Second-year students studying psychology for social work experienced discussions began with face-to-face tutorials, and then continued...
Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts
Learning and Instruction Vol. 18, No. 3 (June 2008) pp. 267–282
This study focused on students' conceptions of and approaches to learning through face-to-face and online discussions. The study setting was a course in which students (
Student Experiences of Problem-Based Learning in Pharmacy: Conceptions of Learning, Approaches to Learning and the Integration of Face-to-Face and On-Line Activities
Advances in Health Sciences Education Vol. 13, No. 5 (December 2008) pp. 675–692
This study investigates fourth-year pharmacy students' experiences of problem-based learning (PBL). It adopts a phenomenographic approach to the evaluation of problem-based learning, to shed light on the ways in which different groups of students...
Academics' Experiences of Understanding of their Subject Matter and the Relationship of this to their Experiences of Teaching and Learning
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 2 (March 2005) pp. 137–157
In this paper, we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of...
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 1 (January 2008) pp. 3–16
There has been a growing research debate over the relations between university teaching and research. This paper contributes to that debate by describing the variation in the way university academics' experience research, then linking that empirical ...
Instructional Science: An International Journal of the Learning Sciences Vol. 28, No. 5 (2000) pp. 387–412
Describes an empirical study which considered the different ways in which 26 university teachers intended to constitute a subject, how they then taught the subject, and how consistent their intentions and practice were. Considers the context of...
Learning and Instruction Vol. 17, No. 2 (April 2007) pp. 140–155
The study examined associations between university teachers' experiences of academic leadership, their perceptions of a specific academic context and their approaches to teaching in a particular subject that was taught in that context. The sample...
Learning and Instruction Vol. 8, No. 5 pp. 455–468
This paper reports research into the conceptions of mathematics, orientations to studying it and experiences of learning it of first year university students. A questionnaire based on students' conceptions of mathematics was developed. This and...