University-level students have been found to use study strategies that are less effective for complex learning and less reflective of self-regulation than those required for their coursework (Pintrich, 2002; Kesici & Erdoğan, 2004; Sheard, Carbone, & Hurst, 2010). Supporting student learning in higher education involves understanding not only students’ challenges but also investigating what is considered effective learning within a particular academic environment. Aligned with the conference theme of Achieving Harmony: Tuning into Practice, this session will invite participants to reflect upon the kinds of learning valued within their particular academic contexts and the extent to which this learning is supported in the classroom. Presenters will share results from their own mixed-method research within the Academic Enhancement Program (http://cs.sfu.ca/CC/AEP/), which revealed dissonance between students’ attitudes, motivations, and perceptions about learning (Pintrich et al., 1991) and instructors’ perspectives and expectations of student learning and success. These findings highlight the need for educators to consider what beliefs and norms about student learning are valued and whether our practices are aligned with the desired learning and the adoption of disciplinary norms and attitudes. We will share how we used instructor perspectives to develop co-curricular activities to familiarize students with valued attitudes and expectations about learning. We will offer our findings as a springboard for participants to reflect upon their own academic contexts and to bring these reflections back to their respective areas of practice.
References:
Kesici, S., & Erdoğan, A. (2009). Predicting college students' mathematics anxiety by motivational beliefs and self-regulated learning strategies. College Student Journal, 43(2), 631-642.
Pintrich, P., Smith, D., Garcia, T. & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: NCRIPTAL, School of Education, University of Michigan.
Pintrich, P. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.
Sheard, J., Carbone, A., & Hurst, J. (2010). Student engagement in first year of an ICT degree: Staff and student perceptions, Computer Science Education, 20(1), 1-16.
