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As just described, an extrinsic experience of relevance, with its emphasis on external demands is, of course, reminiscent of the descriptions given in earlier chapters of a surface approach. Moreover, as we shall see, an intrinsic essay paper help experience of relevance is qualitatively very similar if not precisely the same as a deep approach. These similarities will be further discussed at the end of the chapter.
The student thus seems to be thinking more about the meaning of what was being said, and how it relates to his own understanding and framework of thinking. The student is drawing upon his existing knowledge and fitting this new information into his own framework. He is coursework writer uk therefore experiencing the relevance of the content intrinsically.
Here again the student seems to be relating the content to her own framework of thinking and experience in a way that is personally meaningful. In both examples the students actively relate the content to their own understanding in a specific way. In some cases, however, the students are more passive. They appear to acknowledge that the material has some sort of relevance to their understanding, but they do not go further and actively think this through. For these home economics students, the predominant coursework writer uk concern was with assessment demands and how these could custom research paper service be met rather than with what might be learnt from the course. For the human science students, on the other hand, the research methods course was more generally accepted as being an coursework writer uk important and relevant subject: they were able to recognize the significance of it to themselves and to what they were doing. Of the five human science students studied in depth, three were predominantly intrinsic in their experience, and the whole group coursework writer uk of five had a relatively high average level of intrinsic experience. LEARNING FROM LECTURES 99 98 THE EXPERIENCE OF LEARNING (ii) The teaching and learning context Of the three groups of students taking the research methods course, the home economics students, as we have already noted, were the only group not from the Department of Human Sciences.
Their perceptions of the teaching and learning context were as a consequence distinctly different from coursework writer uk the other students on the course, and displayed substantially less certainty about the relevance of the course to themselves.
It was, however, the norm rather than the exception for home economics students to take courses outside their own department and to cope with unfamiliar subjects the relevance of which they could not always see. The findings seemed to bear this out, for the home economics students with the highest levels of extrinsic experience of relevance were also those who obtained the highest grades on the course. This finding is all the more striking because it is at odds with the pattern for the study as a whole: generally speaking, the students who were predominantly intrinsic in their experience achieved the highest grades. The context of the applied physics and energy course was also quite interesting. Amongst the students there was, on the one hand, a feeling of uncertainty about the usefulness and specific relevance of the course, and on the other a high acceptance of the general relevance and interest in the energy component — rather than the physics component — of the course, together with a belief that the course was not so important from an extrinsic, assessment, perspective.
An alternative interpretation is that there were other factors, beyond those associated with the teaching and learning context, which were strong enough to overcome any negative effects of uncertainty and so help to sustain the high degree of intrinsic experience characteristic of this course. Here again the home economics students, who professed to have a poor knowledge of research methods, were a distinctive sub-group.
As the course progressed, however, this obviously changed, since the high incidence of extrinsic experiences recorded in the early stages of the course declined as the course progressed.
Other students, such as the final year microbiology students and the human science students taking the research methods course, were obviously more familiar with their subject and their recall statements reflected comparatively greater degrees of intrinsic experience. Again the first-year applied physics and energy students were interesting because they had an unusually high perception of their background knowledge, and they displayed an unusually high level of intrinsic experiences despite the doubts they expressed about the usefulness and specific relevance of the course.
One student, for example, commented that he could not altogether see how the course fitted in with his other courses.
However, he felt very familiar with the course content and to a large extent experienced its relevance intrinsically. Moreover, it was on the apparently more familiar material of the physics component of the course that the highest levels of intrinsic experience were recorded, in spite of the fact that it was the energy component of the course that was perceived as the more relevant one. Students who experienced the relevance of the lecture content vicariously seemed to do so essentially in one of two different ways. Interesting to see what — just the information — her explaining her work in another country, what the attitudes are like. The vicarious experience of relevance is therefore qualitatively distinct. It differs from an extrinsic experience in that it does not seem to be associated with external demands and it differs from an intrinsic experience in that students do not quite seem to see the content in terms of their own view of the world and their understanding of it. Instead the students seem to relate more to something the lecturer offers, whether that takes the form of enthusiasm or an interesting and recognizable illustration or example.
Interestingly, amongst students who had closer contact with the lecturer (for example, because the lecturer was also their tutor) there was a stronger likelihood of vicarious experience. Furthermore, the students who apparently knew their lecturers best tended to record the highest?
There was, for example, one lecturer whose style of lecturing was such that a great deal of vicarious experience seemed likely to be t!