| Student in position A | Student in position B | Student in position C | |
|---|---|---|---|
| Student Role | Passive acceptor | Realises that some responsibility rests with the student. But what? And how? | Sees student as source of knowledge or is confident of finding it. Debater, making own decisions. Wants to explore contexts; seeks interconnections. |
| Lecturer's Role | Authority, giving facts and know-how | Authority, where there are controversies, wants guidance as to which the lecturer favours. | One authority among others. Values views of peers. Teacher as facilitator or gateway. |
| View of knowledge | Factual; black and white; clear objectives; non-controversial; exceptions unwelcome. | Admits 'black-and-white' approach not always appropriate. Sees no way to choose between alternative views. Feels insecure with these uncertainties. | A matter of competing views or theories, with different supports. Evidence, not just conclusions, an important part of knowledge. Enjoys creativity, scholarly work. |
| View of exams | Regurgitation of 'facts'. Exams are objective. Hard work will be rewarded. | Quantity is more important than quality in demonstrating maximum knowledge. | Quality is more important than quantity. Wants room to express own ideas, views. |
| Student confidence depends upon: | The teacher | Little confidence, high uncertainty. | The student her/himself |