ABSTRACT
Chapter 4 turns to the specific process of learning in the higher education environment and asks: what is valued and by whom, and how far do teachers and students agree about effective learning? The chapter uncovers a spectrum of approaches to learning, and nodal points where teachers and students misunderstand one another. Particularly, it looks at learning from the perspective of interactions; between learner and teacher, between peers and independently as a self-directed process. The dynamics of these interactions are complex, and reflect views such as who is responsible for learning, the learner or the teacher? Is learning driven by process or by expected outcomes? The stories reveal moments of mismatch when one expectation collides with another, and strategies teachers and students have used to bridge these expectation gaps.
