Variations in Conceptions of Learning in Construction Technology: Implications for learning

The majority of studies on conceptions of learning have investigated learning from an instructional perspective involving university students from education programs. As such, these studies have not included other sources of variation that may arise from learners having a broader picture of learning which includes classroom instruction but is not limited to it, and have conceptions of learning that are mediated by context and work experience. This article reports a study that extends the scope for studies in conceptions of learning by considering general and subject-specific conceptions of learning, as well as comparing conceptions of learning of learners who have had at least two years of work experience and those who have come directly from school. The study involved students from a Construction Management course. This was to avoid familiarity with learning theories and processes. The findings indicated that while there is a degree of similarity between the general and subject-specific conceptions of learning there are also differences, probably caused by the context and intent of learners. Two new conceptions namely self-development and lifelong learning emerged from general conceptions, and self/career development and obtaining grades to complete the degree emerged from subject-specific conceptions. Even when the general and subject-specific conceptions of learning are similar there are differences in the meaning inherent in them. Learners are concerned with different aspects of learning such as application and acquisition of understanding. Similarly, differences were also seen in the emphasis placed on different conceptions of learning by the 'work experience' and the 'no work experience' groups. The findings suggest that, given the complexity of learning as a concept, it may be more beneficial to consider conceptions of learning in light of the context and intent of the learner rather than just as an academic definition.