Chinese Undergraduates’ Conceptions of Learning in Higher Education: A Phenomenographic Perspective

Xiantong Zhao


As a qualitative research approach, phenomenography has been widely employed to explore people’s distinct conceptions of certain phenomena. By employing the approach, the present research aims to explore a group of Chinese undergraduates’ (n=17) conceptions of learning. Data has been collected through individual in-depth interview and followed a seven-step phenomenographic analytical process. Ultimately five conceptions are found, namely: learning as acquisition of knowledge and skills, application, understanding, seeing something in a different way, and continuous and informal education phenomena. The limitations as well as some implications for future research have been discussed at the end of the paper.

Full Text:




  • There are currently no refbacks.


To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

Copyright © Macrothink Institute   ISSN 2327-5499