The study here contributes to our understanding of student learning, describing it from the viewpoint of students and lecturers engaged in specific learning and teaching contexts. The conceptions of learning, together with the relationships between the various conceptions, are discussed highlighting differences between lecturer and student experiences of the same phenomenon. A description of the implications of these findings for curriculum development, teaching and assessment is outlined. It is concluded that there is a definite need for lecturers to externalize, reflect upon, and respond to the conceptions of learning underpinning teaching and learning practices.

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