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With the knowledge of academic discourse, the student can interpret and create understanding of their own, known as deep learning Marton et. Similarly, not having a thorough understanding of the academic discourse may result in mis-interpreting the linguistic style used in academic settings, and results in poor understanding and presentation of knowledge from the student.
But how is knowledge transferred?
One learns by constructing their own understanding of the information being fed to them and this is influenced by the medium from which they are learning from. As mentioned, students different personal contexts will influence how they approach and interpret the information fed to them and the resulting knowledge they acquire. This model depicts the various ways in which students approach learning — what they do to learn, their attitudes and beliefs about learning, perception of the content and its delivery, learning outcomes and course design resulting in the knowledge transmitted.
Many varied mediums exist to transmit information — from the spoken lecture, to visual aids, e-learning modules and textbooks. Incorporating different learning styles including auditory, visual, kinestethetic and tactile Dunn, as cited Ukpokodu, , p 30 accommodates the diverse array of students learning methods.
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Andresen suggests methods to incorporate to course content design to allow for various learning approaches to increase knowledge transmission. Apart from hard work and study on the part of the student in order to gain knowledge, Andresen suggests the creation of collaborative work groups p 5 where students assist each other by sharing their knowledge and understanding within a small team of fellow students. This may be in the function of a group essay, shared assignments, collective problem solving and class discussions p 5.
The opportunity to discuss and teach one another is highly important for effective knowledge transmission, to give the opportunity for peer and self assessment. Communicaiton of this manner reinforces ones understanding and creates confidence in the knowledge they have gained. Further to developing confidence in ones understanding, an important skill for retaining knowledge is critical thinking.
Attributes of critical thinking, as discussed by Warren are checking for factual claims, assumptions, observations, compare and contrast of works, looking for clarification or challenging arguments, as well as maintaining an open mind, sensitivity, decisiveness and willingness to investigate the claims made. Warren describes critical thinking as an aspect of reflective thinking- the three components are critical and creative thinking and content knowledge.
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By analysing and evaluating articles for oneself, the knowledge is set deeper into cognitive perception and fosters deep learning. There is no simple, straight forward method to successfully transmit knowledge between individuals.
Universities accommodate a large array of individuals: there are different cultures, back grounds, family units, social experiences and prior knowledge which all influence how the individual may learn or instruct. As there is such a great diversity in the types of people within the university, there needs to be great diversity in the teaching methods for successful academic results.
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Providing students and teachers with a common language in academic discourse fosters effective communication. The use of various modes of content delivery accommodates for various types of learners. Acquiring further skills such as critical thinking enhances the students learning experience by fostering deeper thought and investigation into the information provided to them.