Complete thesis - Murdoch University

Students preconceptions predispose them to view a learning in a discipline in a certain way,and may lead to the adoption of less than coherent learning processes. This comparisonof individual student results shows that these two instruments should optimally be usedtogether – ASI and RoLI are somewhat consistent in identifying orientation and orchestration.However RoLI’s finer granularity comes to the fore in diagnosing a Reproduction orientationin it’s focus on memorisation and factual knowledge within Surface Study. On the otherhand, the ASI isolates FF (Fear of Failure) and SB (Syllabus Boundedness) – not identifiedin RoLI, but important factors in student-centred and life-long learning models.Figure 8.27: ASI results for DermotThe value of these results depends on feedback to students. Lucas and Meyer (2004) suggestthat teachers should reflect back to students their own preconceptions. They conclude that,once educators know more about their students, they can support them in developing abetter awareness and understanding of themselves as learners. Given current concerns aboutstudent performance in higher education, and their success as practitioners, the question ofhow to help students raise their metalearning awareness is of importance.Such a small cohort does not allow conclusions to be drawn, except in very general terms.Students appear to be receiving mixed messages (Norton et al, 2004) regarding the importanceof deep versus surface approaches to learning, and appear ready to hedge their bets. Thismay be explained by the transitional nature of the School environment – not only is 2005the first year of ‘across the board’ Studio Learning, but staff comfort with this approach ispatchy, with some studios experiencing major confrontations between students and teachers.In addition, Elton (2000) suggests that where the teaching methods (in theory versus inpractice) conflict with the assessment (designed versus in practice), the result is studentschizophrenia.384