The learning–teaching nexus: modelling the learning–teaching relationship in higher education

References

• Anderson, C., and D. Hounsell. 2007. “Knowledge Practices: ‘Doing the Subject’ in Undergraduate Courses.” Curriculum Journal 18: 463–78. doi: 10.1080/09585170701687910
   Google Scholar
• Becher, T., and P. Trowler. 2001. Academic Tribes and Territories. Milton Keynes, UK: Open University Press.
   Google Scholar
• Biggs, J. 1999. “What the Student Does: Teaching for Enhanced Learning.” Higher Education Research and Development 18 (1): 57–75. doi: 10.1080/0729436990180105
   Google Scholar
• Biggs, J., and C. Tang. 2011. Teaching for Quality Learning at University. 4th ed. London: McGraw-Hill International.
   Google Scholar
• Bligh, D. 2000. What’s the Use of Lectures? 2nd ed. London: Jossey-Bass.
   Google Scholar
• Bruce, C., and R. Gerber. 1995. “Towards University Lecturers’ Conceptions of Student Learning.” Higher Education 29: 443–58. doi: 10.1007/BF01383962
   Web of Science ®Google Scholar
• Chik, P.P.M., and L.M. Lin. 2004. “Simultaneity and the Enacted Object of Learning.” In Classroom Discourse and the Space of Learning, edited by F. Marton and A. Tsui, 89–110. Mahwah, NJ: Lawrence Erlbaum and Associates.
   Google Scholar
• Duff, A. 2003. “Higher Education Teaching: A Communicative Perspective.” Active Learning in Higher Education 4 (3): 256–70. doi: 10.1177/14697874030043005
   Google Scholar
• Entwistle, N. 2009. Teaching for Understanding at University: Deep Approaches and Distinctive Ways of Thinking (Universities into the 21st Century). Basingstoke, UK: Palgrave Macmillan.
   Google Scholar
• Entwistle, N., and P. Ramsden. 1983. Understanding Student Learning. London: Croom Helm.
   Google Scholar
• Gadamer, H.-G. 1989. Truth and Method. 2nd ed. Translated by J. Weinsheimer and D. Marshall. New York: Continuum.
   Google Scholar
• Grice, H.P. 1975. “Logic and Conversation.” In Syntax and Semantics. Vol. 3, edited by P. Cole and J. Morgan, 41–58. New York: Academic Press.
   Google Scholar
• Joughin, G. 2010. “The Hidden Curriculum Revisited: A Critical Review of Research into the Influence of Summative Assessment on Learning.” Assessment and Evaluation in Higher Education 35 (3): 335–45. doi: 10.1080/02602930903221493
   Web of Science ®Google Scholar
• Kember, D., W. Jenkins, and K.C. Ng. 2003. “Adult Students’ Perceptions of Good Teaching as a Function of Their Conceptions of Learning. Part 1 – Influencing the Development of Self-determination.” Studies in Continuing Education 25 (2): 239–51. doi: 10.1080/0158037032000131556
   Google Scholar
• Knewstubb, B. 2012. “The Learning–teaching nexus in Higher Education: Teaching and Learning in Lectures as Communication.” Unpublished PhD diss., La Trobe University.
   Google Scholar
• Knewstubb, B., and C. Bond. 2009. “‘What’s he talking about?’ The Communicative Alignment between a Teacher's Intentions and Students' Understandings.” Higher Education Research and Development 28 (2): 179–193.
   Google Scholar
• Kreber, C. 2009. The University and its Disciplines: Teaching and Learning Within and Beyond University Boundaries. London: Routledge.
   Google Scholar
• Laurillard, D. 2002. Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. 2nd ed. London: Routledge Falmer.
   Google Scholar
• Laurillard, D. 2012. Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Florence: Routledge.
   Google Scholar
• Marton, F. 1986. “Phenomenography: A Research Approach Investigating Different Understandings of Reality.” Journal of Thought 21 (2): 28–49.
   Google Scholar
• Marton, F. 2007. “Towards a Pedagogical Theory of Learning.” In British Journal of Educational Psychology. Monograph Series II: Psychological Aspects of Education – Current Trends, edited by N. Entwistle and P. Tomlinson, 19–30. Leicester, UK: British Psychological Press.
   Google Scholar
• Marton, F., and S. Booth. 1997. Learning and Awareness. Mahwah, NJ: Lawrence Erlbaum and Associates.
   Google Scholar
• Miller, C., and M. Parlett. 1974. Up to the Mark. Guildford, UK: Society for Research into Higher Education.
   Google Scholar
• Neumann, R., and T. Becher. 2002. “Teaching and Learning in their Disciplinary Contexts: A Conceptual Analysis.” Studies in Higher Education 27 (4): 405–17. doi: 10.1080/0307507022000011525
   Web of Science ®Google Scholar
• Noveck, I., and D. Sperber, eds. 2006. Experimental Pragmatics. Basingstoke, UK: Palgrave.
   Google Scholar
• Perry, W.D. 1970. Forms of Intellectual and Ethical Development. New York: Holt.
   Google Scholar
• Prosser, M., E. Martin, K. Trigwell, P. Ramsden, and G. Luekenhausen. 2005. “Academics’ Experiences of Understanding of their Subject Matter and the Relationship of this to their Experiences of Teaching and Learning.” Instructional Science 33: 137–57. doi: 10.1007/s11251-004-7687-x
   Web of Science ®Google Scholar
• Prosser, M., and K. Trigwell. 1999. Understanding Learning and Teaching. Buckingham, UK: Society for Research into Higher Education and Open University Press.
   Google Scholar
• Ramsden, P. 2003. Learning to Teach in Higher Education. 2nd ed. London: Routledge.
   Google Scholar
• Reddy, M. 1993. “‘The Conduit Metaphor’: A Case of Frame Conflict in our Language about Language.” In Metaphor and Thought. 2nd ed., edited by A. Ortony, 164–201. Cambridge: Cambridge University Press.
   Google Scholar
• Rowland, S. 1993. The Enquiring Tutor: Exploring the Process of Professional Learning. London: Falmer Press.
   Google Scholar
• Samuelowicz, K., and J. Bain. 2001. “Revisiting Academics’ Beliefs about Teaching and Learning.” Higher Education 41 (3): 299–325. doi: 10.1023/A:1004130031247
   Web of Science ®Google Scholar
• Samuelowicz, K., and J. Bain. 2002. “Identifying Academics’ Orientations to Assessment Practice.” Higher Education 43 (2): 173–201. doi: 10.1023/A:1013796916022
   Web of Science ®Google Scholar
• Schommer-Aikins, M., and M. Easter. 2006. “Ways of Knowing and Epistemological Beliefs: Combined Effect on Academic Performance.” Educational Psychology 26 (3): 411–23. doi: 10.1080/01443410500341304
   Google Scholar
• Smith, J.A, and M. Osborn 2003. “Interpretive Phenomenological Analysis." In Qualitative Psychology: A Practical Guide to Methods, edited by J.A. Smith, 53–79. London: Sage.
   Google Scholar
• Sperber, D., and D. Wilson. 1995. Relevance: Communication and Cognition. 2nd ed. Oxford: Blackwell.
   Google Scholar
• Trigwell, K. 2006. “An Analysis of the Relations Between Learning and Teaching Approaches.” In Lifelong Learning: Concepts and Contexts, edited by P. Sutherland and J. Crowther, 108–15. Abington, UK: Routledge.
   Google Scholar
• Weller, S. 2010. “Comparing Lecturer and Student Accounts of Reading in the Humanities.” Arts and Humanities in Higher Education 9 (1): 87–106. doi: 10.1177/1474022209349767
   Google Scholar
• Wulff, D. 2005. “Using the Alignment Model of Teaching Effectiveness.” In Aligning for Learning, edited by D. Wulff and W. Jacobson, 3–15. Bolton: Anker.
   Google Scholar