Kindling fires: examining the potential for cumulative learning in a Journalism curriculum

Handle URI:
http://hdl.handle.net/10754/594262
Title:
Kindling fires: examining the potential for cumulative learning in a Journalism curriculum
Authors:
Kilpert, Leigh; Shay, Suellen
Abstract:
This study investigated context-dependency of learning as an indicator for students' potential to continue learning after graduation. We used Maton's theoretical concepts of 'cumulative' and 'segmented' learning, and 'semantic gravity', to look for context-independent learning in students' assessments in a Journalism curriculum. We postulated whether the curriculum constrained or enabled cumulative learning. Students' responses to assessments were coded by their degree of context-dependency, or semantic gravity. We found that, firstly, students are overly successful in producing context-dependent answers but struggle to deliver context-independent responses. Secondly, students were not effective when they used higher level knowledge principles without the foundation of lower level ones. Lastly, the marking criteria were encouraging markers to reward context-dependent answers over context-independent ones. This study has implications for educators interested in curriculum design that enables cumulative learning in discipline specific contexts. © 2013 Copyright Taylor and Francis Group, LLC.
KAUST Department:
Biological and Environmental Sciences and Engineering (BESE) Division
Citation:
Kilpert L, Shay S (2013) Kindling fires: examining the potential for cumulative learning in a Journalism curriculum. Teaching in Higher Education 18: 40–52. Available: http://dx.doi.org/10.1080/13562517.2012.678326.
Publisher:
Informa UK Limited
Journal:
Teaching in Higher Education
Issue Date:
Jan-2013
DOI:
10.1080/13562517.2012.678326
Type:
Article
ISSN:
1356-2517; 1470-1294
Appears in Collections:
Articles; Biological and Environmental Sciences and Engineering (BESE) Division

Full metadata record

DC FieldValue Language
dc.contributor.authorKilpert, Leighen
dc.contributor.authorShay, Suellenen
dc.date.accessioned2016-01-19T14:44:39Zen
dc.date.available2016-01-19T14:44:39Zen
dc.date.issued2013-01en
dc.identifier.citationKilpert L, Shay S (2013) Kindling fires: examining the potential for cumulative learning in a Journalism curriculum. Teaching in Higher Education 18: 40–52. Available: http://dx.doi.org/10.1080/13562517.2012.678326.en
dc.identifier.issn1356-2517en
dc.identifier.issn1470-1294en
dc.identifier.doi10.1080/13562517.2012.678326en
dc.identifier.urihttp://hdl.handle.net/10754/594262en
dc.description.abstractThis study investigated context-dependency of learning as an indicator for students' potential to continue learning after graduation. We used Maton's theoretical concepts of 'cumulative' and 'segmented' learning, and 'semantic gravity', to look for context-independent learning in students' assessments in a Journalism curriculum. We postulated whether the curriculum constrained or enabled cumulative learning. Students' responses to assessments were coded by their degree of context-dependency, or semantic gravity. We found that, firstly, students are overly successful in producing context-dependent answers but struggle to deliver context-independent responses. Secondly, students were not effective when they used higher level knowledge principles without the foundation of lower level ones. Lastly, the marking criteria were encouraging markers to reward context-dependent answers over context-independent ones. This study has implications for educators interested in curriculum design that enables cumulative learning in discipline specific contexts. © 2013 Copyright Taylor and Francis Group, LLC.en
dc.publisherInforma UK Limiteden
dc.subjectassessmenten
dc.subjectcontext-independent knowledgeen
dc.subjectcumulative and segmented learningen
dc.subjectcurriculum developmenten
dc.subjectsemantic gravityen
dc.titleKindling fires: examining the potential for cumulative learning in a Journalism curriculumen
dc.typeArticleen
dc.contributor.departmentBiological and Environmental Sciences and Engineering (BESE) Divisionen
dc.identifier.journalTeaching in Higher Educationen
dc.contributor.institutionCentre for Higher Education Development (CHED), University of Cape Town, Private Bag X3, Rondebosch, Cape Town, 7701, South Africaen
kaust.authorKilpert, Leighen
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