What is very important to learning? A student perspective on a model of teaching and learning

Abstract

The research reported in this article is part of ongoing research exploring the development of teaching and learning in one further education college. This first stage aimed to investigate 16‐ to 19‐year‐old students’ views of a teaching and learning model. A total of 374 sixth‐form students individually sorted 21 statements derived from the model into those that they saw as very, quite or less important to their learning. In addition, nine semi‐structured interviews were carried out with first‐year students to gain a deeper understanding of why aspects of the model were deemed more important. Analysis revealed that first‐ and second‐year students were united in their greater preference for explicitly exam‐focused lessons within a socio‐emotionally safe learning environment. Implications of the findings are discussed in relation to theory and practice in education.

Keywords:

• teaching
• learning
• further education

Notes

1. Level 3 qualifications include A levels, AVCEs and BTEC qualifications. The majority of students were studying for AS levels or a mixture of Advanced or Applied Vocational subjects or BTEC (Performing Arts) or GCSEs. Five per cent of first‐year and two per cent of second‐year students were studying BTEC only.

2. See Note 1.

3. The origin of the matrix of learning phases from unconscious incompetence through conscious incompetence and conscious competence to unconscious competence is unknown. Some attribute a similar view to Confucius. For a discussion of possible sources, see Coleman (2007).