메뉴 건너뛰기




Volumn 26, Issue 2, 2011, Pages 191-206

Why is my design not working? the role of student factors

Author keywords

Cross over phenomenon; Paradoxical change of approaches; Patterns of change; Students' approaches to learning

Indexed keywords


EID: 79957932422     PISSN: 02671522     EISSN: 14701146     Source Type: Journal    
DOI: 10.1080/02671522.2011.561978     Document Type: Article
Times cited : (10)

References (30)
  • 1
    • 0033817758 scopus 로고    scopus 로고
    • Problem-based learning: Why curricula are likely to show little effect on knowledge and clinical skills
    • Albanese, M. 2000. Problem-based learning: Why curricula are likely to show little effect on knowledge and clinical skills. Medical Education 34: 729-38.
    • (2000) Medical Education , vol.34 , pp. 729-38
    • Albanese, M.1
  • 2
    • 0027510161 scopus 로고
    • Problem-based learning: A review of literature on its outcomes and implementation issues
    • Albanese, M.A., and S. Mitchell. 1993. Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine 68: 52-81.
    • (1993) Academic Medicine , vol.68 , pp. 52-81
    • Albanese, M.A.1    Mitchell, S.2
  • 3
    • 68149099631 scopus 로고    scopus 로고
    • PhD diss., University of New South Wales, Sydney, accessed March 14, 2011
    • Balasooriya, C.D. 2005. The best laid plans: Medical students' responses to new curricula. PhD diss., University of New South Wales, Sydney. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN20060111.133244/ (accessed March 14, 2011).
    • (2005) The Best Laid Plans: Medical Students' Responses to New Curricula
    • Balasooriya, C.D.1
  • 5
    • 68149170673 scopus 로고    scopus 로고
    • Impact of a new integrated medicine program on students' approaches to learning
    • Balasooriya, C., C. Hughes, and S. Toohey. 2009. Impact of a new integrated medicine program on students' approaches to learning. Higher Education Research & Development 28, no. 3: 289-302.
    • (2009) Higher Education Research & Development , vol.28 , Issue.3 , pp. 289-302
    • Balasooriya, C.1    Hughes, C.2    Toohey, S.3
  • 6
    • 74949090927 scopus 로고    scopus 로고
    • The cross-over phenomenon: Unexpected patterns of change in students' approaches to learning
    • Balasooriya, C.D., S. Toohey, and C. Hughes. 2009. The cross-over phenomenon: Unexpected patterns of change in students' approaches to learning. Studies in Higher Education 34, no. 7: 781-94.
    • (2009) Studies In Higher Education , vol.34 , Issue.7 , pp. 781-94
    • Balasooriya, C.D.1    Toohey, S.2    Hughes, C.3
  • 7
    • 34250261861 scopus 로고
    • Individual differences in the study processes and the quality of learning outcomes
    • Biggs, J.B. 1979. Individual differences in the study processes and the quality of learning outcomes. Higher Education 8: 381-94.
    • (1979) Higher Education , vol.8 , pp. 381-94
    • Biggs, J.B.1
  • 8
    • 84981993688 scopus 로고
    • What do inventories of students' learning processes really measure? A theoretical review and clarification
    • Biggs, J.B. 1993. What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63: 3-19.
    • (1993) British Journal of Educational Psychology , vol.63 , pp. 3-19
    • Biggs, J.B.1
  • 15
    • 0347237994 scopus 로고    scopus 로고
    • Beliefs about knowledge and the process of teaching and learning as afactor in adjusting to study in higher education
    • Kember, D. 2001. Beliefs about knowledge and the process of teaching and learning as afactor in adjusting to study in higher education. Studies in Higher Education 26, no. 2: 205-21.
    • (2001) Studies In Higher Education , vol.26 , Issue.2 , pp. 205-21
    • Kember, D.1
  • 16
    • 0031498285 scopus 로고    scopus 로고
    • Evaluating the ffectiveness of educational innovations: Using the study process questionnaire to show that meaningful learning occurs
    • Kember, D., M. Charlesworth, H. Davies, J. Mckay, and V. Stott. 1997. Evaluating the ffectiveness of educational innovations: Using the study process questionnaire to show that meaningful learning occurs. Studies in Educational Evaluation 23, no. 2: 141-57.
    • (1997) Studies In Educational Evaluation , vol.23 , Issue.2 , pp. 141-57
    • Kember, D.1    Charlesworth, M.2    Davies, H.3    McKay, J.4    Stott, V.5
  • 18
    • 84945800127 scopus 로고
    • A challenge to the anecdotal stereotype of the Asian student
    • Kember, D., and L. Gow. 1991. A challenge to the anecdotal stereotype of the Asian student. Studies in Higher Education 16, no. 2: 117-28.
    • (1991) Studies In Higher Education , vol.16 , Issue.2 , pp. 117-28
    • Kember, D.1    Gow, L.2
  • 19
    • 29244432316 scopus 로고    scopus 로고
    • Adult students' perceptions of good teaching as a function of their conceptions of learning - Part 1: Influencing the development of selfdetermination
    • Kember, D., W. Jenkins, and K.C. Ng. 2003. Adult students' perceptions of good teaching as a function of their conceptions of learning - Part 1: Influencing the development of selfdetermination. Studies in Continuing Education 25, no. 2: 239-51.
    • (2003) Studies In Continuing Education , vol.25 , Issue.2 , pp. 239-51
    • Kember, D.1    Jenkins, W.2    Ng, K.C.3
  • 21
    • 0001789655 scopus 로고
    • On qualitative differences in learning: I - Outcome and process
    • Marton, F., and R. Saljo. 1976. On qualitative differences in learning: I - Outcome and process. British Journal of Educational Psychology 46: 4-11.
    • (1976) British Journal of Educational Psychology , vol.46 , pp. 4-11
    • Marton, F.1    Saljo, R.2
  • 22
    • 79957969364 scopus 로고    scopus 로고
    • Paper presented at the 'Innovations in Higher Education 2000' conference, August 30-September 2, in Helsinki, Finland
    • Mccune, V., and N. Entwistle. 2000. The deep approach to learning: Analytic abstraction and idiosyncratic development. Paper presented at the 'Innovations in Higher Education 2000' conference, August 30-September 2, in Helsinki, Finland. http://www.etl.tla.ed.ac.uk/docs/mccune2000.pdf.
    • (2000) The Deep Approach to Learning: Analytic Abstraction and Idiosyncratic Development
    • McCune, V.1    Entwistle, N.2
  • 23
    • 21844510681 scopus 로고
    • Cultural specificity of approaches to studying in higher education: A literature survey
    • Richardson, J.T.E. 1994. Cultural specificity of approaches to studying in higher education: A literature survey. Higher Education 27: 449-68.
    • (1994) Higher Education , vol.27 , pp. 449-68
    • Richardson, J.T.E.1
  • 24
    • 34748816286 scopus 로고    scopus 로고
    • Perceived academic quality and approaches to studying in the health professions
    • Richardson, J.T.E., L. Dawson, G. Sadlo, V. Jenkins, and J. Mcinnes. 2007. Perceived academic quality and approaches to studying in the health professions. Medical Teacher 29, no. 5: e108-16.
    • (2007) Medical Teacher , vol.29 , Issue.5
    • Richardson, J.T.E.1    Dawson, L.2    Sadlo, G.3    Jenkins, V.4    McInnes, J.5
  • 25
    • 79957967156 scopus 로고    scopus 로고
    • Oxford: Institute for the Advancement of University Learning, University of Oxford, accessed March 14, 2011
    • Shale, S., and K. Trigwell. 2004. Student approaches to learning. Oxford: Institute for the Advancement of University Learning, University of Oxford. http://www.learning.ox.ac.uk/files/Student%20Approaches%20to%20Learning.pdf (accessed March 14, 2011).
    • (2004) Student Approaches to Learning
    • Shale, S.1    Trigwell, K.2
  • 27
    • 77649218529 scopus 로고    scopus 로고
    • Relationship between ongoing learning approachesand development of clinical reasoning ability
    • Tetik, C., P. Harris, and P. Crowe. 2010. Relationship between ongoing learning approachesand development of clinical reasoning ability. Kuwait Medical Journal 42, no. 1: 15-18.
    • (2010) Kuwait Medical Journal , vol.42 , Issue.1 , pp. 15-18
    • Tetik, C.1    Harris, P.2    Crowe, P.3
  • 28
    • 84981982042 scopus 로고
    • Relating approaches to study and quality of learning outcomes at the course level
    • Trigwell, K., and M. Prosser. 1991. Relating approaches to study and quality of learning outcomes at the course level. British Journal of Educational Psychology 61: 265-75.
    • (1991) British Journal of Educational Psychology , vol.61 , pp. 265-75
    • Trigwell, K.1    Prosser, M.2
  • 29
    • 0002534152 scopus 로고
    • The relationship between learning conception, study strategy and learning outcome
    • Van Rossum, E.J., and S.M. Schenk. 1984. The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology 54: 73-83.
    • (1984) British Journal of Educational Psychology , vol.54 , pp. 73-83
    • van Rossum, E.J.1    Schenk, S.M.2
  • 30
    • 79955569159 scopus 로고    scopus 로고
    • Assessing the impact of learning environments on students'approaches to learning: Comparing conventional and action learning designs
    • Wilson, K., and J. Fowler. 2005. Assessing the impact of learning environments on students'approaches to learning: Comparing conventional and action learning designs. Assessment and Evaluation in Higher Education 30, no. 1: 87-101.
    • (2005) Assessment and Evaluation In Higher Education , vol.30 , Issue.1 , pp. 87-101
    • Wilson, K.1    Fowler, J.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.