Assigning Term Papers in Higher Education and Approaches to Learning

Abstract

Aim: This study, using a qualitative research design, aims to identify teaching practices for college term paper assignment that promote deep learning approaches in students.

Methodology: The thematic analysis of 23 in-depth interviews with economics university teachers examined teaching practices in assigning term´s papers from the point of view of student´s approach to writing a term paper, the amount of effort and the depth of understanding of the topic assignment.

Results: The results suggest that assignments perceived by teachers as meaningful, reasonably challenging, complex, authentic, connected to practice, offering rich opportunities for providing feedback and developing professional skills are considered effective to promote a deep approach to learning. On the contrary, repetitive and isolated topics that give the impression of ease and formalism do not lead according to teachers to the expected learning results and, moreover, encourage the use of dishonest practices in the preparation of a term paper.

Conclusion: The use of authentic coursework assignments that solve specific and current practical problems, or otherwise increase the value of the assigned task by forming professional skills support a deep approach to learning and consequently lead to greater satisfaction with teaching. The research results can be considered a contribution to deepening the pedagogical competence of university teachers, based on scientifically reflected and evidence-based practice.