Students as learners through the eyes of their teachers in Rwandan higher education
2012 (English)In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 31, no 4, 503-521 p.Article in journal (Refereed) Published
In this study, we aim to explore and thematically analyze higher education teachers’ notions about the most important problems related to students’ learning, including the teachers’ notions of the approaches to learning that the students adopt. The study was carried out in Rwanda with 25 university teachers engaged in group interviews. Inspired by the concepts of metaphors for learning and approaches to learning, five main categories of students’ learning problems were identified: dependence, physical and economic resources, experience of a deep approach to learning, reading culture, and previous preparation for higher education. These problems are interrelated and point to the need to understand study levels in education systems as being interdependent.
Place, publisher, year, edition, pages
London: Taylor & Francis, 2012. Vol. 31, no 4, 503-521 p.
student learning; approaches to learning; quality in learning; higher education in Rwanda
IdentifiersURN: urn:nbn:se:liu:diva-76553DOI: 10.1080/02601370.2012.689377OAI: oai:DiVA.org:liu-76553DiVA: diva2:514922