Factors associated with occupational therapy students’ preferences for courses and teaching

Tore Bonsaksen,May Cheng

doi:10.1080/2331186x.2018.1431426

Tore Bonsaksen, May Cheng

Open Access

https://doi.org/10.1080/2331186x.2018.1431426

Copy DOI

Journal: Cogent Education	Publication Date: Jan 1, 2018
Citations: 5	License type: CC BY 4.0

Affiliation: OsloMet – Oslo Metropolitan University

Abstract

Background: Students’ preferences for teaching have been associated with their own approaches to studying. However, whether teaching preferences are associated with a set of student characteristics...

Highlights

Studies into higher education frequently use students’ ways of relating to the study materials, often denoted as the approaches to studying (Entwistle, 1991; Entwistle & Tait, 1990), as the theoretical point of departure
Using theory concerned with students’ “approaches to studying” as the point of departure, this study found that students of higher age, who spent more time on independent study, and who had higher general self-efficacy had a stronger preference for the “supporting understanding” teaching type
The results showed that higher age, higher general self-efficacy, and spending more time on independent study were directly associated with stronger preference for the teaching type denoted as “supporting understanding”

Summary

Introduction

Studies into higher education frequently use students’ ways of relating to the study materials, often denoted as the approaches to studying (Entwistle, 1991; Entwistle & Tait, 1990), as the theoretical point of departure. Students using a deep approach seek personal meaning in the study materials, and try to connect and contrast the ideas found in them. Students using a surface approach to studying are syllabus-bound and seek be able to reproduce study materials at exams. Aim: To investigate whether sociodemographic, education-related and personal factors were associated with preferences for teaching among Norwegian occupational therapy students. Higher levels of general self-efficacy and spending more time on independent study were associated with having a stronger preference for the “supporting understanding” teaching type. Conclusions: Compared to their counterparts, students of higher age, who study more independently, and who have higher general selfefficacy are more inclined to prefer teaching that supports understanding, which is compatible with the expectations in higher education institutions

Objectives

Results

Discussion

Conclusion