Conceptions of Learning Management among Undergraduate Students in Taiwan

Research into student learning has emphasized that students' conceptions of learning play an important role in learning approaches and learning outcomes. The main purpose of this study is to explore the conceptions of learning management among Taiwanese university students. The interview data were analyzed using a phenomenographic method, and six categories of conceptions of learning management were identified, including learning management as `memorizing', `testing', `applying', `gaining higher status', `understanding' and `seeing in a new way'. In contrast with other learning domains, the results illustrate a new category, `gaining higher status'. This category implies a pragmatic view of learning management as expressed by some students. This study also found that most of the students expressed their conceptions across different categories; therefore, a `tree of conceptions of learning' is proposed to represent students' multiple conceptions of learning management.