Dissonance in experience of teaching and its relation to the quality of student learning

Abstract

Several recent studies on student learning in higher education reported on 'Dissonant' forms of contextualised learning engagement. The focus of the present study is on 'Dissonant' forms of teaching and theft relation to student learning. This relatively large - scale research programme involved surveys of approximately 8829 students and 408 university teachers across 51 different units of study. The data were analysed using a combination of cluster and factor analyses. In units of study in which students report a higher quality learning experience (deep approaches to learning and perceptions of the learning environment that afford such approaches), the relationship between approaches to tea..