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Abstract

The application of concept mapping to university teaching has revealed the significance of knowledge structures in the process of student learning. The method highlights the negative influence of linearity in promoting an environment where non-learning is the norm. A possible antidote to non-learning is suggested through the reconsideration of the role of uncertainty in higher education and a reconceptualisation of the notion of the expert teacher.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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