Enhancing learning: A matter of style or approach?

Perspectives on Thinking, Learning, and Cognitive Styles

Volumn , Issue , 2014, Pages 73-102

  Biggs, John ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85071818558     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410605986-4     Document Type: Chapter

References (83)

1. Allinson, C., & Hayes J. (1990). Validity of the Learning Styles Questionnaire. Psychological Reports, 67, 859-866.
2. Biggs, J. B. (1969). Coding and cognitive behaviour. British Journal of Psychology, 60, 287-305.
3. Biggs, J. B. (1970a). Faculty patterns in study behaviour. Australian Journal of Psychology, 22, 161-174.
4. Biggs, J. B. (1970b). Personality correlates of some dimensions of study. Australian Journal of Psychology, 22, 287-297.
5. Biggs, J. B. (1976a). Educology: The theory of educational practice. Contemporary Educational Psychology, 1, 274-284.
6. Biggs, J. B. (1976b). Dimensions of study behaviour: Another look at ATI. British Journal of Educational Psychology, 46, 68-80.
7. Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381-394.
8. Biggs, J. B. (1987). Student approaches to learning and studying. Camberwell, Australia: Australian Council for Educational Research.
9. Biggs, J. B. (1993a). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12, 73-86.
10. Biggs, J. B. (1993b). What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 1-17.
11. Biggs, J. B. (1996a). Enhancing teaching through constructive alignment. Higher Education, 32, 1-18.
12. Biggs, J. B. (1996b). Assessing learning quality: Reconciling institutional, staff, and educational demands. Assessment and Evaluation in Higher Education, 21, 3-15.
13. Biggs, J. B. (1999). Teaching for quality learning at university. Buckingham, UK: The Open University Press.
14. Biggs, J. B., & Collis, K. (1982). Evaluating the quality of learning: The SOLO Taxonomy, New York: Academic Press.
15. Burden, B. (1992). Educational psychology: Force that is spent or one that never got going? The Psychologist, 10(3), 110-111.
16. Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods. New York: Irvington (Wiley).
17. Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438-481.
18. Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. New York: Holt, Rinehart & Winston.
19. Eley, M. G. (1992). Differential adoption of study approaches within individual students. Higher Education, 23, 231-254.
20. Entwistle, N.. (1988). Motivational factors in students' approaches to learning. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 21-51). New York: Plenum.
21. Entwistle, N., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
22. Entwistle, N. & Waterston, S. (1988). Approaches to studying and levels of processing in university students. British Journal of Educational Psychology, 58, 258-265.
23. Frederiksen, J. R., & Collins, A. (1989). A systems approach to educational testing. Educational Researcher, 18(9), 27-32.
24. Gardner, H. W. (1983). Frames of mind: The theory of multiple intelligences. London: Paladin Books.
25. Gardner, H. W. (1993). Educating for understanding. The American School Board Journal, July, 20-24.
26. Gardner, R., Holzman, P., Klein, G., Linton, H., & Spence, D. (1959). Cognitive control: A study of individual consistencies in cognitive behavior. Psychological Issues, 1(4), Monograph 4.
27. Goleman, D. (1996). Emotional intelligence. London: Bloomsbury.
28. Gow, L., & Kember, D. (1990). Does higher education promote independent learning? Higher Education, 19, 307-322.
29. Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
30. Hansen-Strain, L.. (1989). Student and teacher cognitive styles in second language classrooms. In V. Bickley (Ed.), Language teaching and learning styles within and across cultures (pp. 218-226). Hong Kong: Institute of Language in Education.
31. Harvey, O. J., Hunt, D. E., & Schroder, H. M. (1961). Conceptual systems and personality organization. New York: Wiley.
32. Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.
33. Hess, R. D. & Azuma, H. (1991). Cultural support for schooling: Contrasts between Japan and the United States. Educational Researcher, 20(19), 2-8.
34. Holloway, S. D. (1988). Concepts of ability and effort in Japan and the United States. Review of Educational Research, 58, 327-343.
35. Honey, P., & Mumford, A. (1986). The manual of learning styles. Berkshire, UK: Peter Honey
36. Hudak, M. (1985). Review of “Learning Styles Inventory�?. In D. Keyser & R. Sweetland (Eds.), Test critiques, volume II. Kansas City, KS: Test Corporation of America.
37. Hunt, D. E. (1971). Matching models in education. (Monograph series No. 10) Toronto, Ontario Institute for Studies in Education.
38. International Association for the Evaluation of Educational Achievement. (1996). The third international math and science study. Paris: OECD.
39. James, W. (1899/1962). Talks to teachers. New York: Henry Holt/Dover Books.
40. Jensen, A. R. (1973). Educational differences. London: Methuen.
41. Jones, R. M. (1968). Fantasy and feeling in education. New York: New York University Press.
42. Kagan, J. (1966). Reflection-impulsivity: The generality and dynamics of conceptual tempo. Journal of Abnormal Psychology, 71, 17-27.
43. Kember, D., Charlesworth, M., Davies, H., McKay, J., & Stott, V. (1997). Evaluating the effectiveness of educational innovations: Using the Study Process Questionnaire to show that meaningful learning occurs. Studies in Educational Evaluation, 23(2), 141-157.
44. Kogan, N.. (1971). Educational implications of cognitive styles. In G. Lesser (Ed.), Psychology and educational practice. Glenview, IL: Scott, Foresman.
45. Kolb, D. (1976) Learning Style Inventory: Self-scoring test and interpretation booklet. Boston: McBer and Company.
46. Marton, F. (1981). Phenomenography-Describing conceptions of the world around us. Instructional Science, 10, 177-200.
47. Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.
48. Marton, F., & Bowden, J. (1999). The university of learning: Beyond quality and competence. London: Kogan Page
49. Marton, F., & Saljo, R. (1976a). On qualitative differences in learning-I: Outcome and process. British Journal of Educational Psychology, 46, 4-11.
50. Marton, F., & Saljo, R. (1976b). On qualitative differences in learning-II: Outcome as a function of the learner's conception of the task. British Journal of Educational Psychology, 46, 115-27.
51. Moore, P. J., & Scevak, J. (1997). Learning from texts and visual aids: A developmental perspective. Journal of Research in Reading, 20, 205-223.
52. Moreno, V., & DiVesta F. (1991). Cross-cultural comparisons of study habits. Journal of Educational Psychology, 83, 231-239.
53. Newble, D., & Clarke, R. M. (1986). The approaches to learning of students in a traditional and in a problem-based medical school. Medical Education, 20, 267-273.
54. Pask, G. (1976). Styles and strategies of learning. British Journal of Educational Psychology, 46, 128-148.
55. Pintrich, P., & deGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
56. Porter, A. (1989). A curriculum out of balance: The case of elementary school mathematics. Educational Researcher, 18(5), 9-15
57. Prosser, M., & Trigwell, K. (1999). Understanding university learning and teaching. Buckingham, UK: The Open University Press.
58. Ramsden, P.. (1984). The context of learning. In F. Marton, D. Hounsell & N. Entwistle (Eds.), The experience of learning (pp. 144-164). Edinburgh, Scotland: Scottish Universities Press.
59. Ramsden, P., Beswick, D., & Bowden, J. (1986). Effects of learning skills interventions on first year university students' learning. Human Learning, 5, 151-164.
60. Riding, R., & Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, 11, 193-215.
61. Salomon, G. (1991). Transcending the qualitative-quantitative debate: The analytic and systemic approaches to educational research. Educational Researcher, 20 (6), 10-18.
62. Schmeck, R.R. (Ed.). (1988). Learning strategies and learning styles. New York: Plenum.
63. Schmeck, R., Geisler-Brenstein, E., & Cercy, S. (1991). The Revised Inventory of Learning Processes. Educational Psychology 11, 343-362.
64. Schmeck, R., Ribich, F., & Ramanaiah, N. (1977). Development of a self-report inventory for using individual differences in learning processes. Applied Psychological Measurement, 1, 413-431.
65. Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
66. Shepard, L. A. (1991). Psychometricians' beliefs about learning. Educational Researcher, 20(6), 2-16.
67. Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436.
68. Snow, R. E. (1974). Representative and quasi-representative designs for research on teaching. Review of Educational Research 44, 265-291.
69. Stedman, L. C. (1997). International achievement differences: An assessment of a new perspective. Educational Researcher, 26(3), 4-15.
70. Sternberg, R. J.. (1994). Thinking styles: Theory and assessment at the interface between intelligence and personality. In R. J. Sternberg & P. Ruzgis (Eds.), Intelligence and personality (pp. 169-187). New York: Cambridge University Press.
71. Sternberg, R. J. (1996). Myths, countermyths, and truths about intelligence. Educational Researcher, 25 (2), 11-16.
72. Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
73. Stevenson, H., & Stigler, J. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Summit Books
74. Tang, C. (1991). Effects of different assessment methods on tertiary students' approaches to studying. Unpublished doctoral dissertation, University of Hong Kong.
75. Taylor, C. (1994). Assessment for measurement or standards: The peril and promise of large scale assessment reform. American Educational Research Journal, 31, 231-262.
76. Thomas, P. R., & Bain, J. D. (1984). Contextual dependence of learning approaches: The effects of assessments. Human Learning, 3, 227-240.
77. Tobin, K. (1987). The role of wait time. Review of Educational Research, 57, 69-95.
78. Trigwell, K., & Prosser, M. (1991). Relating approaches to study and quality of learning outcomes at the course level. British Journal of Educational Psychology, 61, 265-275.
79. Watkins, D. A. (1983). Depth of processing and the quality of learning outcomes. Instructional Science, 12, 49-58.
80. Watkins, D. A, & Hattie, J. (1985). A longitudinal study of the appraoch to learning of Australian tertiary students. Human Learning, 4(2), 127-142
81. Weinstein, C., & Mayer, R., . (1984). The teaching of learning strategies. In Wittrock, M. (Ed.), Handbook of research on teaching. New York: Macmillan.
82. Weinstein, C., Schulte, A., & Palmer, D. (1987). Learning and Study Strategies Inventory (LASSI). Clearwater, FL: H&H Publications.
83. Witkin, H., Dyk, R., Faterson, H., Goodenough, D., & Karp, S. (1962). Psychological differentiation. New York: Wiley.