In this study, we aim to explore and thematically analyze higher education teachers’ notions about the most important problems related to students’ learning, including the teachers’ notions about the approaches to learning adopted by students. The study was carried
out in Rwanda with 25 university teachers engaged in group interviews. Inspired by the concepts of metaphors for learning and approaches to learning, five main categories of students’ learning problems were identified: dependence, physical and economic resources, experience of a deep
approach to learning, reading culture, and previous preparation for higher education. These problems are interrelated and point to the need to understand study levels in education systems as interdependent.
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Document Type: Research Article
doctoral student in Education at Linköping University, Sweden
professor in Education at Linköping University, He sadly passed away in 2011
Associate Professor in Education at Linköping University, Sweden
Publication date: 01 August 2012
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