An Evaluation of Foreign Fieldwork in Promoting Deep Learning: a preliminary investigation.

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  • Additional Information
    • Abstract:
      This article defines and evaluates the role of foreign fieldwork in promoting deep learning by university undergraduates of geography and environmental management. Empirical results show that students generally rose to the challenge of predictive-analytical learning to produce grades congruent with their Level 2 results. While some students began to question the acquisition of knowledge and came to realise its provisional nature, others met with considerable difficulty in achieving deeper understanding through problem-solving activity. Understanding was ultimately individually constructed and often assessment-driven. The academic integrity of fieldwork must be clarified in order to substantiate its continued place in higher education. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Assessment & Evaluation in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • ISSN:
      0260-2938
    • Accession Number:
      10.1080/0260293022000020309
    • Accession Number:
      7584450
  • Citations
    • ABNT:
      HILL, J.; WOODLAND, W. An Evaluation of Foreign Fieldwork in Promoting Deep Learning: a preliminary investigation. Assessment & Evaluation in Higher Education, [s. l.], v. 27, n. 6, p. 539–555, 2002. Disponível em: . Acesso em: 20 nov. 2019.
    • AMA:
      Hill J, Woodland W. An Evaluation of Foreign Fieldwork in Promoting Deep Learning: a preliminary investigation. Assessment & Evaluation in Higher Education. 2002;27(6):539-555. doi:10.1080/0260293022000020309.
    • APA:
      Hill, J., & Woodland, W. (2002). An Evaluation of Foreign Fieldwork in Promoting Deep Learning: a preliminary investigation. Assessment & Evaluation in Higher Education, 27(6), 539–555. https://doi.org/10.1080/0260293022000020309
    • Chicago/Turabian: Author-Date:
      Hill, Jenny, and Wendy Woodland. 2002. “An Evaluation of Foreign Fieldwork in Promoting Deep Learning: A Preliminary Investigation.” Assessment & Evaluation in Higher Education 27 (6): 539–55. doi:10.1080/0260293022000020309.
    • Harvard:
      Hill, J. and Woodland, W. (2002) ‘An Evaluation of Foreign Fieldwork in Promoting Deep Learning: a preliminary investigation’, Assessment & Evaluation in Higher Education, 27(6), pp. 539–555. doi: 10.1080/0260293022000020309.
    • Harvard: Australian:
      Hill, J & Woodland, W 2002, ‘An Evaluation of Foreign Fieldwork in Promoting Deep Learning: a preliminary investigation’, Assessment & Evaluation in Higher Education, vol. 27, no. 6, pp. 539–555, viewed 20 November 2019, .
    • MLA:
      Hill, Jenny, and Wendy Woodland. “An Evaluation of Foreign Fieldwork in Promoting Deep Learning: A Preliminary Investigation.” Assessment & Evaluation in Higher Education, vol. 27, no. 6, Dec. 2002, pp. 539–555. EBSCOhost, doi:10.1080/0260293022000020309.
    • Chicago/Turabian: Humanities:
      Hill, Jenny, and Wendy Woodland. “An Evaluation of Foreign Fieldwork in Promoting Deep Learning: A Preliminary Investigation.” Assessment & Evaluation in Higher Education 27, no. 6 (December 2002): 539–55. doi:10.1080/0260293022000020309.
    • Vancouver/ICMJE:
      Hill J, Woodland W. An Evaluation of Foreign Fieldwork in Promoting Deep Learning: a preliminary investigation. Assessment & Evaluation in Higher Education [Internet]. 2002 Dec [cited 2019 Nov 20];27(6):539–55. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=7584450&custid=s8280428