Negotiating assignment pathways: students and academic assignments

Liz McDowell

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

Abstract

Existing research identifies that students' approaches to assignments are related to their general approaches to study. It is suggested that students need to better understand the requirements of assignments and acquire new concepts such as 'argument'. This fine-grained study proposes four qualitatively distinct assignment pathways: gathering, connecting, minimalist and performing. Students negotiate assignment pathways to sustain a sense of control, confidence and connection. Making changes to their approaches to assignments is not straightforward. Suggestions are made for using insights from the research to more effectively support assignments as vehicles for learning.
Original languageEnglish
Pages (from-to)423-435
JournalTeaching in Higher Education
Volume13
Issue number4
DOIs
Publication statusPublished - 2008

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