Changes in conceptions of learning for indigenous Australian university students.

Background: Conceptions of learning have been investigated for students in higher education in different countries. Some studies found that students' conceptions change and develop over time while others have found no changes. Investigating conceptions of learning for Australian Aboriginal and Torres Strait Islander university students is a relatively new area of research.
Aims: This study set out to investigate conceptions of learning for Aboriginal and Torres Strait Islander university students during the first two years of their undergraduate degree courses in three Australian universities. Conceptions for each year were compared. Knowing more about learning as conceived by this cultural group may facilitate more productive higher educational experiences.
Sample: The sample comprised 17 students studying various degrees; 11 were male and 6 were female. Ages ranged from 18 to 48 years; mean age was 26 years.
Method: This was a phenomenographic, longitudinal study. Individual semistructured interviews were conducted each year to ascertain students' conceptions of learning. Conceptions for second year were derived independently of those from first year. A comparative analysis then took place to determine any changes.
Results: These students held conceptions of learning that were similar to those of other university students; however there were some intrinsic differences. On a group level, conceptions changed somewhat over the two years as did core conceptions reported by some individual students. Some students also exhibited a greater awareness of learning during their second year that resulted in three dimensions of changed awareness.
Conclusions: We believe the changed conceptions and awareness resulted from learning at university where there is some need to understand and explain phenomena in relation to theory. This brought about new understandings which allowed students to see their own learning in a relational sense.