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Changes in conceptions of learning for indigenous Australian university students
G M Boulton-Lewis1, L Wilss, D C Lewis
1School of Learning and Development, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Brisbane, Queensland, Australia, 4059. g.boulton-lewis@qut.edu.au
The British Journal of Educational Psychology
|July 14, 2001
Summary
Student conceptions of learning evolved during their first two years of university. This longitudinal study found that Aboriginal and Torres Strait Islander students developed greater awareness and a relational understanding of their learning experiences.
Area of Science:
- Higher Education Research
- Indigenous Education
- Educational Psychology
Background:
- Student conceptions of learning are varied across higher education globally.
- Research on Indigenous Australian university students' learning conceptions is emerging.
- Previous studies show conflicting findings on the development of learning conceptions over time.
Purpose of the Study:
- To investigate conceptions of learning among Aboriginal and Torres Strait Islander university students.
- To compare learning conceptions between the first and second years of undergraduate study.
- To inform strategies for enhancing higher education experiences for Indigenous students.
Main Methods:
- A phenomenographic, longitudinal study design.
- 17 Aboriginal and Torres Strait Islander university students participated.
- Semistructured interviews were conducted annually over two years.
Main Results:
- Students' conceptions of learning were largely similar to non-Indigenous peers, with some unique differences.
- Group-level conceptions of learning showed some change over the two-year period.
- Individual students reported changes in core conceptions and demonstrated increased awareness of learning.
Conclusions:
- University learning, emphasizing theoretical understanding, likely drove changes in student conceptions.
- Students developed new understandings, perceiving their learning in a more relational context.
- Enhanced awareness suggests a more sophisticated engagement with academic concepts and personal development.
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