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The growing tendency away from transmissive pedagogy to a broadly constructivist pedagogy in higher education is characterised as a cultural change which lacks a strong theoretical foundation within the culture. In this paper, learning is considered from a phenomenographic perspective, which teachers can ground in their own experience of teaching and work with to gain insights into their students' experience of learning. Thereby the theoretical foundation of the culture can successively be strengthened. The message is illustrated with the results of empirical research into students' experience of learning in groups in a project-focused induction course to a computer science and engineering programme.
Shirley Booth (Sat,) studied this question.