Qualitative and Quantitative Complementary approaches to research on

Overview • 10 years of ISL symposia • qualitative differences in student learning •

Marton (1975): 30 first-year students • read a newspaper article • say what the

Marton (1975), ctd. : • a hierarchy of learning outcomes • two levels of

Marton (1975), ctd. : • two approaches to studying Ø a surface approach Ø

• The same students show different approaches to studying in different situations. •

Mole Concept C + O 2 = CO 2 Calculation 1 carat = 200

mole concept Conception A Conception B Conception C Conception D Improving Student Learning Symposium

mole concept not real Conception A calculations Improving Student Learning Symposium - Brussels

mole concept not real Conception A calculations real not number Conception B as mass

Significance Awareness of variation (teacher and students) Many students have a limited conception Outcome

dualist relational e. g. cognitivism Improving Student Learning Symposium - Brussels

dualist e. g. cognitivism relational 1 st order 2 nd order e. g. case

Field Content Biology photosynthesis Chemistry states of matter, atomic structure Computing programming Economics Geology

Phenomenographic studies of process Approaches to learning Conceptions of learning Approaches to teaching Conceptions

Improving Student Learning Symposium - Brussels

Limitations of qualitative research: • small sample sizes? • distributions of approaches or conceptions?

Two exceptions: Kember, D. , Lai, T. , Murphy, D. , Siaw, I. ,

Conceptions of learning: Säljö (1979): 1. 2. 3. 4. 5. Learning as the increase

Biggs (1985): Study Process Questionnaire (SPQ) 42 items in 6 subscales measuring 3 approaches:

Entwistle and Ramsden (1983): Approaches to Studying Inventory (ASI) 64 items in 16 subscales

Entwistle et al. (2000): Revised Approaches to Studying Inventory (RASI) 52 items in 13

What have we learned from quantitative research? • gender differences? • age differences? •

Qualitative and Quantitative Logically (internally) related conceptions Variation is constituted as hierarchical Ideal for

Activity Learning Teaching Act Conception with act (indirect object) Overall/ overview conception of area

Mole concept task outcome with conception Conception Answer Total Correct Incorrect No answer A

Future student learning research in phenomenography 1. More content and process (and relations) 2.

Future student learning research in other areas Improving Student Learning Symposium - Brussels

“Widening participation in higher education” Widening participation in research in higher education • the

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Qualitative and Quantitative: Complementary approaches to research on student learning Keith Trigwell & John Richardson University of Oxford The Open University Improving Student Learning Symposium - Brussels

Overview • 10 years of ISL symposia • qualitative differences in student learning • both qualitative and quantitative research methods • a constructive collaboration • illustrations of complementary approaches • previously neglected areas • suggestions for future research Improving Student Learning Symposium - Brussels

Marton (1975): 30 first-year students • read a newspaper article • say what the article was about • say how they had gone about reading the article • talk about how they approached their studies Improving Student Learning Symposium - Brussels

Marton (1975), ctd. : • a hierarchy of learning outcomes • two levels of processing Ø surface-level processing Ø deep-level processing • level of outcome varied with level of processing Improving Student Learning Symposium - Brussels

Marton (1975), ctd. : • two approaches to studying Ø a surface approach Ø a deep approach • attainment varied with approach to studying Improving Student Learning Symposium - Brussels

• The same students show different approaches to studying in different situations. • Approaches to studying depend on the content, context and demands of the learning task. • Different students show different approaches to studying in the same situation. • Approaches to studying depend on the students’ conceptions of learning. Improving Student Learning Symposium - Brussels

Qualitative and Quantitative: Complementary approaches to research On Student Learning Keith Trigwell & John Richardson University of Oxford Open University Improving Student Learning Symposium - Brussels

Mole Concept C + O 2 = CO 2 Calculation 1 carat = 200 mg Carbon Mass 2 x 1022 C atoms 20, 000, 000, 000 Number Relation between macro and micro ‘worlds’ Improving Student Learning Symposium - Brussels

mole concept Conception A Conception B Conception C Conception D Improving Student Learning Symposium - Brussels Conception E

mole concept not real Conception A calculations Improving Student Learning Symposium - Brussels

mole concept not real Conception A calculations real not number Conception B as mass Improving Student Learning Symposium - Brussels

mole concept not real Conception A calculations real not number Conception B as mass number not with mass number and mass Conception C as number Improving Student Learning Symposium - Brussels

mole concept not real Conception A calculations real not number Conception B as mass number not with mass Conception C as number and mass not connector of worlds Conception D as number and related to mass Improving Student Learning Symposium - Brussels connector of worlds Conception E as related to number and mass

Significance Awareness of variation (teacher and students) Many students have a limited conception Outcome space shows relations in conceptions Variation is constituted as hierarchical What is (and isn’t) phenomenography? Improving Student Learning Symposium - Brussels

dualist relational e. g. cognitivism Improving Student Learning Symposium - Brussels

dualist e. g. cognitivism relational 1 st order 2 nd order e. g. case studies, grounded theory Improving Student Learning Symposium - Brussels

dualist e. g. cognitivism relational 1 st order 2 nd order e. g. case studies, focus not on grounded theory variation focus on variation e. g. phenomenology Improving Student Learning Symposium - Brussels

dualist e. g. cognitivism relational 1 st order 2 nd order e. g. case studies, focus not on grounded theory variation focus on variation e. g. phenomenology no internal relations e. g. content analysis Improving Student Learning Symposium - Brussels internally related phenomenography

Field Content Biology photosynthesis Chemistry states of matter, atomic structure Computing programming Economics Geology mapping Health science aseptic technique, physiotherapy Mathematics Music instrumental Politics political power Physics electricity, sound, mechanics generic graduate attributes the professional world Improving Student Learning Symposium - Brussels

Phenomenographic studies of process Approaches to learning Conceptions of learning Approaches to teaching Conceptions of leadership of teaching Conceptions of teaching creative practices Conceptions of small group tutorials Qualitatively different responses to context Improving Student Learning Symposium - Brussels

Improving Student Learning Symposium - Brussels

Limitations of qualitative research: • small sample sizes? • distributions of approaches or conceptions? • basic information about participants? • recruitment and selection of participants? Improving Student Learning Symposium - Brussels

Two exceptions: Kember, D. , Lai, T. , Murphy, D. , Siaw, I. , Wong, J. , & Yuen, K. S. (1990). Naturalistic evaluation of distance learning courses. Journal of Distance Education, 5(1), 38 -52. Van Rossum, E. J. , & Taylor, I. P. (1987, April). The relationship between conceptions of learning and good teaching: A scheme of development. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC. Improving Student Learning Symposium - Brussels

Conceptions of learning: Säljö (1979): 1. 2. 3. 4. 5. Learning as the increase of knowledge Learning as memorising Learning as the acquisition of facts Learning as the abstraction of meaning Learning as an interpretative process Improving Student Learning Symposium - Brussels

Biggs (1985): Study Process Questionnaire (SPQ) 42 items in 6 subscales measuring 3 approaches: • surface approach • deep approach • achieving approach Improving Student Learning Symposium - Brussels

Entwistle and Ramsden (1983): Approaches to Studying Inventory (ASI) 64 items in 16 subscales measuring 4 orientations: • meaning orientation • reproducing orientation • achieving orientation • non-academic orientation Improving Student Learning Symposium - Brussels

Entwistle et al. (2000): Revised Approaches to Studying Inventory (RASI) 52 items in 13 subscales measuring 3 approaches: • deep approach • surface approach • strategic approach Improving Student Learning Symposium - Brussels

Improving Student Learning Symposium - Brussels

What have we learned from quantitative research? • gender differences? • age differences? • cultural differences? • predicting attainment? • distance education? Improving Student Learning Symposium - Brussels

Improving Student Learning Symposium - Brussels

Qualitative and Quantitative Logically (internally) related conceptions Variation is constituted as hierarchical Ideal for relational studies Improving Student Learning Symposium - Brussels

Activity Learning Teaching Act Conception with act (indirect object) Overall/ overview conception of area Deep or surface approach For personal meaning or for recall & application Transmission or conceptual change Chemistry Mole (macro-micro concept world relations) Teacher- focus or student- focus Leading Assessing Conception of topic (direct object) Outcome Managing Improving Student Learning Symposium - Brussels

Mole concept task outcome with conception Conception Answer Total Correct Incorrect No answer A 3 6 9 B 2 2 C 2 1 3 D 4 5 9 E 5 1 6 Total 14 14 1 29 Improving Student Learning Symposium - Brussels

Future student learning research in phenomenography 1. More content and process (and relations) 2. New phenomenography – experience of variation Improving Student Learning Symposium - Brussels

Future student learning research in other areas Improving Student Learning Symposium - Brussels

“Widening participation in higher education” Widening participation in research in higher education • the role of prior education • students from ethnic minorities Improving Student Learning Symposium - Brussels

Improving Student Learning Symposium - Brussels

“Widening participation in higher education” Widening participation in research in higher education • the role of prior education • students from ethnic minorities • students with disabilities: • students with a hearing loss • students with a visual impairment • students with dyslexia • students with learning disabilities Improving Student Learning Symposium - Brussels

Improving Student Learning Symposium - Brussels