摘要：This article reports on a qualitative study of students undertaking tertiary education under the twinning programme mode. The literature focuses on the importance of students adopting deep approaches to learning which leads to high quality outcomes. Findings provide descriptions of teaching practices that hindered deep approaches to learning including superficial teaching lacking in imagination and enthusiasm, slow or non-existent feedback of student work, and the issues of teacher bias and favouritism. Suggestions are made for teaching practices in twinning programmes. Keywords: Approaches to learning; learning environment; twinning programmes and modes; content knowledge; pedagogical content knowledge.
关键词：Education;Approaches to learning; learning environment; twinning programmes and modes; content knowledge; pedagogical content knowledge
