University students’ and teachers’ conceptions of teaching and learning in the biosciences

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What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning (2017, background): “As such, respondents most often framed learning as externally imposed and involving the routine acquisition and/or reproduction of transmitted knowledge, that is, what Virtanen and Lindblom-Ylänne (2010) characterize as the ‘ right knowledge … right answers and right facts ’ .”
Are digital natives a myth or reality? University students' use of digital technologies (2011, background): “Furthermore, Virtanen and Lindblom-Ylänne (2009) emphasised that a learning approach is not a fixed student characteristic and that the same student can adopt different approaches in different context and even in different situations within the same context.”