-
1
-
-
0000885734
-
Individual and group differences in study processes
-
Biggs, J. (1978). Individual and group differences in study processes. The British Journal of Educational Psychology, 48(3), 266-279.
-
(1978)
The British Journal of Educational Psychology
, vol.48
, Issue.3
, pp. 266-279
-
-
Biggs, J.1
-
2
-
-
0004009347
-
-
3rd edn., England: Society for Research into Higher Education & Open University Press
-
Biggs, J., & Tang, C. (2007). Teaching for quality in learning at university (3rd ed.). England: Society for Research into Higher Education & Open University Press.
-
(2007)
Teaching for Quality in Learning at University
-
-
Biggs, J.1
Tang, C.2
-
3
-
-
65549169064
-
Pre-service teachers' conceptions about teaching and learning: A closer look at Singapore cultural context
-
doi:10.1080/13598660701268593
-
Chan, K., Tan, J., & Khoo, A. (2007). Pre-service teachers' conceptions about teaching and learning: A closer look at Singapore cultural context. Asia-Pacific Journal of Teacher Education, 35(2), 181-195. doi: 10. 1080/13598660701268593.
-
(2007)
Asia-Pacific Journal of Teacher Education
, vol.35
, Issue.2
, pp. 181-195
-
-
Chan, K.1
Tan, J.2
Khoo, A.3
-
4
-
-
35348939118
-
Conceptions of learning and approaches to learning in Portuguese students
-
doi:10.1007/s10734-006-9023-7
-
Duarte, A. M. (2007). Conceptions of learning and approaches to learning in Portuguese students. Higher Education, 54, 781-794. doi: 10. 1007/s10734-006-9023-7.
-
(2007)
Higher Education
, vol.54
, pp. 781-794
-
-
Duarte, A.M.1
-
5
-
-
21944441399
-
Students' conceptions of learning in different educational contexts
-
doi:10.1023/A:1003145613005
-
Eklund-Myrskog, G. (1999). Students' conceptions of learning in different educational contexts. Higher Education, 35, 299-316. doi: 10. 1023/A: 1003145613005.
-
(1999)
Higher Education
, vol.35
, pp. 299-316
-
-
Eklund-Myrskog, G.1
-
6
-
-
0001337083
-
Differential adoption of study approaches within individual students
-
doi:10.1007/BF00145015
-
Eley, M. G. (1992). Differential adoption of study approaches within individual students. Higher Education, 23, 231-254. doi: 10. 1007/BF00145015.
-
(1992)
Higher Education
, vol.23
, pp. 231-254
-
-
Eley, M.G.1
-
7
-
-
31744450431
-
Teachers' conceptions of teaching, and the making of specific decisions in planning to teach
-
doi:10.1007/s10734-004-6382-9
-
Eley, M. G. (2006). Teachers' conceptions of teaching, and the making of specific decisions in planning to teach. Higher Education, 51, 191-214. doi: 10. 1007/s10734-004-6382-9.
-
(2006)
Higher Education
, vol.51
, pp. 191-214
-
-
Eley, M.G.1
-
8
-
-
33745699073
-
How and what university students learn through online and face-to-face discussion: Conceptions, intentions and approaches
-
doi:10.1111/j.1365-2729.2006.00173.x
-
Ellis, R. A., Goodyear, P., Prosser, M., & O'Hara, A. (2006). How and what university students learn through online and face-to-face discussion: Conceptions, intentions and approaches. Journal of Computer Assisted Learning, 22(4), 244-256. doi: 10. 1111/j. 1365-2729. 2006. 00173. x.
-
(2006)
Journal of Computer Assisted Learning
, vol.22
, Issue.4
, pp. 244-256
-
-
Ellis, R.A.1
Goodyear, P.2
Prosser, M.3
O'Hara, A.4
-
9
-
-
27144519936
-
Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments
-
doi:10.1016/j.ijer.2005.08.009
-
Entwistle, N., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41, 407-428. doi: 10. 1016/j. ijer. 2005. 08. 009.
-
(2004)
International Journal of Educational Research
, vol.41
, pp. 407-428
-
-
Entwistle, N.1
Peterson, E.R.2
-
11
-
-
85066211537
-
Conceptions and beliefs about "good teaching": An integration of contrasting research areas
-
doi:10.1080/07294360050020444
-
Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about "good teaching": An integration of contrasting research areas. Higher Education Research & Development, 19, 5-26. doi: 10. 1080/07294360050020444.
-
(2000)
Higher Education Research & Development
, vol.19
, pp. 5-26
-
-
Entwistle, N.1
Skinner, D.2
Entwistle, D.3
Orr, S.4
-
12
-
-
23044523927
-
Strategic alertness and expended awareness within sophisticated conceptions of teaching
-
doi:10.1023/A:1026579005505
-
Entwistle, N., & Walker, P. (2000). Strategic alertness and expended awareness within sophisticated conceptions of teaching. Instructional Science, 28, 335-361. doi: 10. 1023/A: 1026579005505.
-
(2000)
Instructional Science
, vol.28
, pp. 335-361
-
-
Entwistle, N.1
Walker, P.2
-
13
-
-
0037298774
-
Constructing images of ourselves? A critical investigation into 'approaches to learning' research in higher education
-
doi:10.1080/0141192032000057401
-
Haggis, T. (2003). Constructing images of ourselves? A critical investigation into 'approaches to learning' research in higher education. British Educational Research Journal, 29(1), 89-104. doi: 10. 1080/0141192032000057401.
-
(2003)
British Educational Research Journal
, vol.29
, Issue.1
, pp. 89-104
-
-
Haggis, T.1
-
14
-
-
0031232280
-
A reconceptualisation of the research into university academics' conceptions of teaching
-
doi:10.1016/S0959-4752(96)00028-X
-
Kember, D. (1997). A reconceptualisation of the research into university academics' conceptions of teaching. Learning and Instruction, 7(3), 255-275. doi: 10. 1016/S0959-4752(96)00028-X.
-
(1997)
Learning and Instruction
, vol.7
, Issue.3
, pp. 255-275
-
-
Kember, D.1
-
15
-
-
0347237994
-
Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education
-
doi:10.1080/03075070120052116
-
Kember, D. (2001). Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education. Studies in Higher Education, 26(2), 205-221. doi: 10. 1080/03075070120052116.
-
(2001)
Studies in Higher Education
, vol.26
, Issue.2
, pp. 205-221
-
-
Kember, D.1
-
16
-
-
29244432316
-
Adult students' perceptions of good teaching as a function of their conceptions of learning-Part 1 Influencing the development of self-determination
-
doi:10.1080/0158037032000131556
-
Kember, D., Jenkins, W., & Ng, K. (2003). Adult students' perceptions of good teaching as a function of their conceptions of learning-Part 1 Influencing the development of self-determination. Studies in Continuing Education, 25(2), 240-251. doi: 10. 1080/0158037032000131556.
-
(2003)
Studies in Continuing Education
, vol.25
, Issue.2
, pp. 240-251
-
-
Kember, D.1
Jenkins, W.2
Ng, K.3
-
17
-
-
0041726161
-
Lecturers' approaches to teaching and their relationship to conceptions of good teaching
-
doi:10.1023/A:1026569608656
-
Kember, D., & Kwan, K.-P. (2000). Lecturers' approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28, 469-490. doi: 10. 1023/A: 1026569608656.
-
(2000)
Instructional Science
, vol.28
, pp. 469-490
-
-
Kember, D.1
Kwan, K.-P.2
-
18
-
-
32944464568
-
The influence of context on students' approaches to learning: A case study
-
doi:10.1111/j.1600-0579.2005.00383.x
-
Kieser, J., Herbison, P., & Harland, T. (2005). The influence of context on students' approaches to learning: A case study. European Journal of Dental Education, 9, 150-156. doi: 10. 1111/j. 1600-0579. 2005. 00383. x.
-
(2005)
European Journal of Dental Education
, vol.9
, pp. 150-156
-
-
Kieser, J.1
Herbison, P.2
Harland, T.3
-
19
-
-
0000774655
-
The processes of student learning
-
doi:10.1007/BF01680527
-
Laurillard, D. (1979). The processes of student learning. Higher Education, 8, 395-409. doi: 10. 1007/BF01680527.
-
(1979)
Higher Education
, vol.8
, pp. 395-409
-
-
Laurillard, D.1
-
20
-
-
0034338315
-
Dissonant study orchestrations of high-achieving university students
-
Lindblom-Ylänne, S., & Lonka, K. (2000). Dissonant study orchestrations of high-achieving university students. European Journal of Psychology of Education, 15(1), 19-32.
-
(2000)
European Journal of Psychology of Education
, vol.15
, Issue.1
, pp. 19-32
-
-
Lindblom-Ylänne, S.1
Lonka, K.2
-
21
-
-
33646511133
-
How approaches to teaching are affected by discipline and teaching context
-
doi:10.1080/03075070600680539
-
Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285-298. doi: 10. 1080/03075070600680539.
-
(2006)
Studies in Higher Education
, vol.31
, Issue.3
, pp. 285-298
-
-
Lindblom-Ylänne, S.1
Trigwell, K.2
Nevgi, A.3
Ashwin, P.4
-
22
-
-
0036486807
-
University students' perceptions of their academic environment, their approaches to study, and academic outcomes: Implications for theory and practise
-
doi:10.1080/03075070120099359
-
Lizzio, A., Wilson, K., & Simons, R. (2002). University students' perceptions of their academic environment, their approaches to study, and academic outcomes: Implications for theory and practise. Studies in Higher Education, 27(1), 27-52. doi: 10. 1080/03075070120099359.
-
(2002)
Studies in Higher Education
, vol.27
, Issue.1
, pp. 27-52
-
-
Lizzio, A.1
Wilson, K.2
Simons, R.3
-
23
-
-
21344442448
-
Epistemologies, conceptions of learning, and study success in medicine and psychology
-
doi:10.1007/BF00129105
-
Lonka, K., & Lindblom-Ylänne, S. (1996). Epistemologies, conceptions of learning, and study success in medicine and psychology. Higher Education, 31, 5-24. doi: 10. 1007/BF00129105.
-
(1996)
Higher Education
, vol.31
, pp. 5-24
-
-
Lonka, K.1
Lindblom-Ylänne, S.2
-
25
-
-
0002643745
-
Phenomenography: Exploring different conceptions of reality
-
D. M. Fetterman (Ed.), New York, Westport, Connecticut, London: Praeger
-
Marton, F. (1988). Phenomenography: Exploring different conceptions of reality. In D. M. Fetterman (Ed.), Qualitative approaches to evaluation in education. The silent scientific revolution (pp. 177-205). New York, Westport, Connecticut, London: Praeger.
-
(1988)
Qualitative Approaches to Evaluation in Education. The Silent Scientific Revolution
, pp. 177-205
-
-
Marton, F.1
-
26
-
-
0000543166
-
Conceptions of learning
-
Marton, F., Beaty, E., & Dall'Alba, G. (1993). Conceptions of learning. International Journal of Educational Psychology, 19, 277-300.
-
(1993)
International Journal of Educational Psychology
, vol.19
, pp. 277-300
-
-
Marton, F.1
Beaty, E.2
Dall'Alba, G.3
-
28
-
-
0040982295
-
Qualitative content analysis. Forum qualitative sozialforschung/forum: Qualitative
-
Accessed September 26, 2008, from
-
Mayring, P. (2000). Qualitative content analysis. Forum qualitative sozialforschung/forum: Qualitative. Social Research, 1(2), 20. Accessed September 26, 2008, from http://nbn-resolving. de/urn: nbn: de: 0114-fqs0002204.
-
(2000)
Social Research
, vol.1
, Issue.2
, pp. 20
-
-
Mayring, P.1
-
29
-
-
17444404539
-
The development of students' way of thinking and practising in three final-year biology courses
-
doi:10.1007/s10734-004-6666-0
-
McCune, V., & Hounsell, D. (2005). The development of students' way of thinking and practising in three final-year biology courses. Higher Education, 49, 255-289. doi: 10. 1007/s10734-004-6666-0.
-
(2005)
Higher Education
, vol.49
, pp. 255-289
-
-
McCune, V.1
Hounsell, D.2
-
30
-
-
29144450912
-
Differences in students' perceptions of learning compulsory foundation biochemistry in the health sciences professions
-
Minasian-Batmanian, L., Lingard, J., & Prosser, M. (2005). Differences in students' perceptions of learning compulsory foundation biochemistry in the health sciences professions. Advances in Health Sciences Education, 10(4), 279-290.
-
(2005)
Advances in Health Sciences Education
, vol.10
, Issue.4
, pp. 279-290
-
-
Minasian-Batmanian, L.1
Lingard, J.2
Prosser, M.3
-
31
-
-
33751314344
-
Variation in student reflections on their conceptions of and approaches to learning biochemistry in a first-year health sciences' service subject
-
doi:10.1080/09500690600621274
-
Minasian-Batmanian, L. C., Lingard, J., & Prosser, M. (2006). Variation in student reflections on their conceptions of and approaches to learning biochemistry in a first-year health sciences' service subject. International Journal of Science Education, 28(15), 1887-1904. doi: 10. 1080/09500690600621274.
-
(2006)
International Journal of Science Education
, vol.28
, Issue.15
, pp. 1887-1904
-
-
Minasian-Batmanian, L.C.1
Lingard, J.2
Prosser, M.3
-
32
-
-
26244439647
-
Teachers' beliefs and intentions concerning teaching in higher education
-
doi:10.1007/s10734-004-6363-z
-
Norton, L., Richardson, J. T. E., Hartley, J., Newstead, S., & Mayers, J. (2005). Teachers' beliefs and intentions concerning teaching in higher education. Higher Education, 50, 537-571. doi: 10. 1007/s10734-004-6363-z.
-
(2005)
Higher Education
, vol.50
, pp. 537-571
-
-
Norton, L.1
Richardson, J.T.E.2
Hartley, J.3
Newstead, S.4
Mayers, J.5
-
33
-
-
39749186626
-
Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education
-
doi:10.1016/j.learninstruc.2007.01.008
-
Postareff, L., & Lindblom-Ylänne, S. (2008). Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education. Learning and Instruction, 18, 109-120. doi: 10. 1016/j. learninstruc. 2007. 01. 008.
-
(2008)
Learning and Instruction
, vol.18
, pp. 109-120
-
-
Postareff, L.1
Lindblom-Ylänne, S.2
-
34
-
-
34047273039
-
The effect of pedagogical training on teaching in higher education
-
doi:10.1016/j.tate.2006.11.013
-
Postareff, L., Lindblom-Ylänne, S., & Nevgi, (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557-571. doi: 10. 1016/j. tate. 2006. 11. 013.
-
(2007)
Teaching and Teacher Education
, vol.23
, Issue.5
, pp. 557-571
-
-
Postareff, L.1
Lindblom-Ylänne, S.2
Nevgi3
-
35
-
-
43949154475
-
A phenomenographic study of academics' conceptions of science learning and teaching
-
doi:10.1016/0959-4752(94)90024-8
-
Prosser, M., Trigwell, K., & Taylor, P. (1994). A phenomenographic study of academics' conceptions of science learning and teaching. Learning and Instruction, 4, 217-232. doi: 10. 1016/0959-4752(94)90024-8.
-
(1994)
Learning and Instruction
, vol.4
, pp. 217-232
-
-
Prosser, M.1
Trigwell, K.2
Taylor, P.3
-
36
-
-
0004162051
-
-
Buckingham: Society for Research into Higher Education & Open University Press
-
Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching. Buckingham: Society for Research into Higher Education & Open University Press.
-
(1999)
Understanding Learning and Teaching
-
-
Prosser, M.1
Trigwell, K.2
-
38
-
-
28244468124
-
Students' approaches to learning and teacher' approaches to teaching in higher education
-
doi:10.1080/01443410500344720
-
Richardson, J. T. E. (2005). Students' approaches to learning and teacher' approaches to teaching in higher education. Educational Psychology, 25(6), 673-680. doi: 10. 1080/01443410500344720.
-
(2005)
Educational Psychology
, vol.25
, Issue.6
, pp. 673-680
-
-
Richardson, J.T.E.1
-
39
-
-
23044527269
-
Revisiting academics' beliefs about teaching and learning
-
doi:10.1023/A:1004130031247
-
Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics' beliefs about teaching and learning. Higher Education, 41, 299-325. doi: 10. 1023/A: 1004130031247.
-
(2001)
Higher Education
, vol.41
, pp. 299-325
-
-
Samuelowicz, K.1
Bain, J.D.2
-
40
-
-
77953960750
-
-
Säljö, R. (1979). Learning in the learners perspective I. Some common sense conceptions (Report No. 77). University of Göteborg, Institute of Education.
-
-
-
-
41
-
-
22044451898
-
The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay
-
doi:10.1023/A:1003196224280
-
Scouller, K. (1998). The influence of assessment method on students' learning approaches: Multiple choise question examination versus assignment essay. Higher Education, 35, 453-472. doi: 10. 1023/A: 1003196224280.
-
(1998)
Higher Education
, vol.35
, pp. 453-472
-
-
Scouller, K.1
-
42
-
-
21344459634
-
Identifying students at risk through ineffective study strategies
-
doi:10.1007/BF00129109
-
Tait, H., & Entwistle, N. J. (1996). Identifying students at risk through ineffective study strategies. Higher Education, 31, 97-116. doi: 10. 1007/BF00129109.
-
(1996)
Higher Education
, vol.31
, pp. 97-116
-
-
Tait, H.1
Entwistle, N.J.2
-
43
-
-
0642344690
-
Changing approaches to teaching: A relational perspective
-
doi:10.1080/03075079612331381211
-
Trigwell, K., & Prosser, M. (1996a). Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21, 275-284. doi: 10. 1080/03075079612331381211.
-
(1996)
Studies in Higher Education
, vol.21
, pp. 275-284
-
-
Trigwell, K.1
Prosser, M.2
-
44
-
-
21344437482
-
Congruence between intention and strategy in university science teachers' approaches to teaching
-
doi:10.1007/BF00139219
-
Trigwell, K., & Prosser, M. (1996b). Congruence between intention and strategy in university science teachers' approaches to teaching. Higher Education, 32, 77-87. doi: 10. 1007/BF00139219.
-
(1996)
Higher Education
, vol.32
, pp. 77-87
-
-
Trigwell, K.1
Prosser, M.2
-
45
-
-
22444454190
-
Relations between teachers' approaches to teaching and students' approaches to learning
-
doi:10.1023/A:1003548313194
-
Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37, 57-70. doi: 10. 1023/A: 1003548313194.
-
(1999)
Higher Education
, vol.37
, pp. 57-70
-
-
Trigwell, K.1
Prosser, M.2
Waterhouse, F.3
-
46
-
-
0002534152
-
Relationship between learning conception, study strategy and learning outcome
-
van Rossum, E. J., & Schenk, S. M. (1984). Relationship between learning conception, study strategy and learning outcome. The British Journal of Educational Psychology, 54, 73-83.
-
(1984)
The British Journal of Educational Psychology
, vol.54
, pp. 73-83
-
-
van Rossum, E.J.1
Schenk, S.M.2
-
47
-
-
21844483907
-
Process-orientated instruction in learning and thinking strategies
-
Vermunt, J. D. (1995). Process-orientated instruction in learning and thinking strategies. European Journal of Psychology of Education, 10, 325-349.
-
(1995)
European Journal of Psychology of Education
, vol.10
, pp. 325-349
-
-
Vermunt, J.D.1
-
48
-
-
0000916771
-
Congruence and friction between learning and teaching
-
doi:10.1016/S0959-4752(98)00028-0
-
Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 275-280. doi: 10. 1016/S0959-4752(98)00028-0.
-
(1999)
Learning and Instruction
, vol.9
, pp. 275-280
-
-
Vermunt, J.D.1
Verloop, N.2
-
49
-
-
22144488751
-
Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations
-
Vermunt, J. D., & Vermetten, Y. J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16, 359-384.
-
(2004)
Educational Psychology Review
, vol.16
, pp. 359-384
-
-
Vermunt, J.D.1
Vermetten, Y.J.2
-
50
-
-
21744445038
-
Deconstructing deep and surface: Towards a critique of phenomenography
-
doi:10.1023/A:1002905027633
-
Webb, G. (1997). Deconstructing deep and surface: Towards a critique of phenomenography. Higher Education, 33, 195-212. doi: 10. 1023/A: 1002905027633.
-
(1997)
Higher Education
, vol.33
, pp. 195-212
-
-
Webb, G.1
|