Study orchestration and learning outcome: evidence of association over time among disadvantaged students

Higher Education

Volumn 20, Issue 3, 1990, Pages 245-269

  Meyer, J H F ^a   Parsons, P ^a   Dunne, T T ^a  

^a UNIVERSITY OF CAPE TOWN   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000264082     PISSN: 00181560     EISSN: 1573174X     Source Type: Journal    
DOI: 10.1007/BF00136229     Document Type: Article

References (17)

1. Three years of turmoil. African matric results 1985–1987
2. On qualitative differences in learning: I - outcome and process
3. On qualitative differences in learning: II - outcome as a function of the learner's conception of the task
4. Approaches to learning
5. A note on the sampling error of the difference between correlated proportions or percentages
6. Student perceptions of learning context and approaches to studying
7. An unfolding analysis of the association between perceptions of learning context and approaches to studying
8. Evaluating the quality of student learning. I - an unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level
9. Approaches to studying and course perceptions using the Lancaster inventory - a comparative study
10. Individual study orchestrations and their association with learning outcome
11. The changing nature of the disadvantaged population: current dimensions and future trends
12. The academically ‘at risk’ student: a pilot intervention programme and its observed effects on learning outcome
13. Academic support in engineering at the University of Cape Town
14. A new asymmetric measure of association for ordinal variables