The influence of active learning experiences on the development of graduate capabilities

By David Kember, D. Leung. 2005

185 citations recorded by the source corpus.

Surveys at a university in Hong Kong indicated that graduates of discrete part‐time programmes perceived significantly higher development in eight out of nine graduate capabilities than their counterparts in full‐time programmes. Several possible explanations are considered and rejected. The conventional view that capabilities are nurtured through immersion in a stimulating campus environment was not applicable, as the part‐time students spent less time on campus than the full‐time ones. Other data in the survey suggested that the respective teaching and learning environments might be the principal cause. It appeared that the part‐time courses had more teacher–student interaction, and were more likely to employ active learning approaches. Structural equation modelling was used to examine this possible explanation. A model in which the type of teaching and teacher–student relationships impacted upon capability development showed a good fit to the data. The greatest effect was from teaching approaches requiring active student involvement and aiming for understanding. There was a mutually reinforcing effect from good teacher–student relationships. The results suggest that a strong effect on the development of graduate capabilities may come through employing active learning approaches.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/a143d7d7fe938a481c853917c9aae3d36417b681

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Citations in the corpus

Learning environment, learning process, academic outcomes and career success of university graduates (2008, background): “The learning environment consists of three components at least (Kember and Leung 2005a , 2005b ).”
Promoting student-centred forms of learning across an entire university (2009, methodology): “The Student Engagement Questionnaire (SEQ) is used for surveys of undergraduate programmes ( Kember and Leung 2005a, b; Leung and Kember 2005, 2006).”
The Influence of the Teaching and Learning Environment on the Development of Generic Capabilities Needed for a Knowledge-Based Society (2005, methodology): “The model of capability development, adapted from Kember and Leung (2005).”
Disciplinary Differences in Student Ratings of Teaching Quality (2011, methodology): “1, aims to investigate the way capabilities could be nurtured through a teaching and learning environment of appropriate configuration and quality (Kember and Leung 2005a; Kember et al. 2007).”
Development of a questionnaire for assessing students’ perceptions of the teaching and learning environment and its use in quality assurance (2009, background): “Some rather surprising results were obtained, which have been reported in detail ( Kember and Leung 2005a ).”
Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive (2006, methodology): “The formulation of the teaching and learning environment in the model was also informed by two studies which examined the development of graduate capabilities (Kember & Leung, 2005; Leung & Kember, 2005).”
Domains and predictors of first-year student success: A systematic review (2018, background): “Their research often focuses on a particular domain of student success, such as academic performance (e.g., Richardson, Abraham, & Bond, 2012; Vanthournout, Gijbels, Coertjens, Donche, & Petegem, 2012) or graduate skills development (e.g., Kember & Leung, 2005; Loes, Salisbury, & Pascarella, 2015).”
Factors explaining the learning of generic skills: a study of university students’ experiences (2018, result): “The findings are in accordance with those of earlier studies (e.g. Crebert et al. 2004; Kember 2009; Kember and Leung 2005; Smith and Bath 2006): teaching practices involving collaboration and interaction fostered the learning of generic skills, particularly the learning of decision-making and…”
The Reflective Learning Continuum: Reflecting on Reflection (2005, background): “In response to these concerns, pedagogy researchers are advocating curricular and educational practices that motivate, develop, and nurture reflective thinking in students (Hay, Peltier, and Drago 2004; Kember and Leung 2005; Pfeffer and Fong 2002; Van Velzen 2004).”
Academic and social integration and study progress in problem based learning (2009, methodology): “Comparing our scales to the scales as used by Nora and Cabrera (1996) and Berger and Milem (1999) shows some similarities and differences.”