How teaching obstructs student preparation

Session Time and Location

Wed, 6 Jun 2018
9:15am to 10:45am
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Session Track
Session Format


Research shows that students often turn up inadequately prepared to participate in courses. It also shows that teachers unintentionally create and reinforce this tendency which is aggravated by organizational structures.

This paper will discuss this phenomenon drawing on international research as well as findings from my PhD project at Roskilde University (RUC), Denmark. Through active course observation and interviews with students and teachers, I am currently investigating correlations and discrepancies between teachers’ and students’ attitudes and experiences related to university teaching and learning. One of the most striking discrepancies is related to student preparation. I argue that the inconsistency between teachers’ intentional and actual behavior can be a serious obstacle to the development of desirable student culture.

  • Session References +

    Clump, M. A., & Doll, J. (2007). Do the low levels of reading course material continue? An examination in a forensic psychology graduate program. Journal of Instructional Psychology, 34(4), 242-246.
 Illeris (2007): How we learn: Learning and non-learning in school and beyond. Routledge. Maher, J., & Mitchell, J. (2010). I’m not sure what to do! Learning experiences in the humanities and social sciences. Issues in Educational Research, 20(2), 137-148. Rienecker, L., Jørgensen, P., Dolin, J., Ingerslev, G. (2015): University Teaching and Learning København: Samfundslitteratur.   Starcher, Keith og Proffitt, Dennis (2011): Encouraging Students to Read: What Professors Are (and Aren’t) Doing About It. International Journal of Teaching and Learning in Higher Education, 2011, Volume 23, Number 3,   Varnava-Marouchou (2009): How can students´ conceptions of learning improve their learning outcomes? In: Nygaard, Claus & Courtney, Nigel: Improving students´ learning outcomes. Copenhagen Business School Press.