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dc.contributor.authorKilpert, Leigh
dc.contributor.authorShay, Suellen
dc.date.accessioned2016-01-19T14:44:39Z
dc.date.available2016-01-19T14:44:39Z
dc.date.issued2013-01
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.
dc.identifier.issn1356-2517
dc.identifier.issn1470-1294
dc.identifier.doi10.1080/13562517.2012.678326
dc.identifier.urihttp://hdl.handle.net/10754/594262
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.
dc.publisherInforma UK Limited
dc.subjectassessment
dc.subjectcontext-independent knowledge
dc.subjectcumulative and segmented learning
dc.subjectcurriculum development
dc.subjectsemantic gravity
dc.titleKindling fires: examining the potential for cumulative learning in a Journalism curriculum
dc.typeArticle
dc.contributor.departmentBiological and Environmental Sciences and Engineering (BESE) Division
dc.identifier.journalTeaching in Higher Education
dc.contributor.institutionCentre for Higher Education Development (CHED), University of Cape Town, Private Bag X3, Rondebosch, Cape Town, 7701, South Africa
kaust.personKilpert, Leigh


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