X300 Academic studies in Education
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AbstractA critical exploration of seven peer-reviewed published papers supports the author’s contention that learning in Higher Education is a fragile system of conscious and unconscious transactions that serve to weaken a process that is already precarious. Over the course of this essay and the accompanying papers, the submission is that learning is brittle, and easily broken. The Fragile Learner is described as someone close to conceding defeat to circumstances that threaten his education. The Fragile Learner might be a student of a Higher Education Institution, but also might be an appointed educator. Alongside notions of barriers to learning, this submission explores identities and tensions. Although some of the ideas that make up my picture of Fragile Learning have been researched by other contributors (notably Meyer and Land; Britzman), my own contribution sees the complexities through various psychoanalytic lenses. Fundamentally, it is the addition of psychoanalysis that makes Fragile Learning original. It is argued that anxiety is an important part of adult learning. Fragile Learners might experience anxieties that are internal and complex but which appear to be attacks from other people. Alternatively, Fragile Learning might be a consequence of learners having suffered illness or indisposition. It is important that something can be blamed. The themes of fragility and anxiety – not to mention the difficulties that arise from distance learning – are present throughout.
CitationMathew, David. (2016) 'Fragile learning'. PhD by publication thesis. University of Bedfordshire
PublisherUniversity of Bedfordshire
TypeThesis or dissertation
Description“A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy”
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Showing items related by title, author, creator and subject.
Self-directed learning in osteopathic education: identifying and enhancing independent student learningWaters, Mark; Barclay, James; Evans, Lucia; Fitzgerald, Kylie; Hendry, Fiona; Potter, Sharon; British School of Osteopathy (University of Bedfordshire, 2013-11)Using the work of others working in healthcare education as a foundation this project aimed to propose a model for the creation of self-directed learning (SDL) tools specifically suited to those training in manual healthcare and osteopathy. The institution was also interested to see if improved electronic learning opportunities had the potential to bring students together into one large collaborative learning community. Through a questionnaire study and focus groups the school found that while current students favour a wide variety of SDL practices, their activities are largely assessment-driven. Despite this learners want resources that will bridge the gap in experience between classroom and clinical education. It is proposed that this can be addressed through the use of forums to anonymously discuss real patient cases with the involvement of academic and clinic tutors and junior and senior students. Other suitable electronic SDL resources are also recommended.
The relationship between learning approaches to part-time study of management courses and transfer of learning to the workplaceMurphy, Suzanne; Tyler, Sheila (Carfax Publishing Co., 2005)The aim of this study was to investigate the relationship between students' learning approaches to study on part-time, distance-learning management courses, and transfer of their learning to the workplace. The relationship between these two variables has rarely been considered before, as they emanate from research areas that have remained distinct. Three learning approaches are identified by ASSIST, the instrument used in this study: the deep approach, the strategic approach, and the surface-apathetic approach. Transfer of learning was measured by student self-report. The deep approach was closely related to transfer of learning from the course to the workplace but strategic and surface-apathetic approaches did not show a significant association. Contrary to expectations, academic grades also showed no significant association with transfer of learning. The findings are discussed in relation to cognitive changes proposed to occur during transfer of learning.