scispace - formally typeset
R

Roger Säljö

Researcher at University of Gothenburg

Publications -  215
Citations -  12018

Roger Säljö is an academic researcher from University of Gothenburg. The author has contributed to research in topics: Sociocultural perspective & Health care. The author has an hindex of 40, co-authored 208 publications receiving 11322 citations. Previous affiliations of Roger Säljö include Linköping University & University of Turku.

Papers
More filters
Journal ArticleDOI

On qualitative differences in learning: i—outcome and process*

TL;DR: In this paper, the authors describe an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose and also about how they set about reading the passages.
Journal ArticleDOI

Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains

TL;DR: In this paper, a meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension of visualizations, concluding that experts had shorter fixation durations, more fixations on task-relevant areas, and fewer fixations in task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant information.
Journal ArticleDOI

Digital Tools and Challenges to Institutional Traditions of Learning: Technologies, Social Memory and the Performative Nature of Learning.

TL;DR: It is argued that activities of learning, as they have been practised within institutionalized schooling, are coming under increasing pressure from the developments of digital technologies and the capacities to store, access and manipulate information that such resources offer.
Journal ArticleDOI

Learning about learning

Roger Säljö
- 01 Jul 1979 - 
TL;DR: In this article, the authors explore possible developmental differences in conceptions of learning amongst a group of people with very different learning experiences and find that there are distinctive differences between people in terms of their subjective notions of learning, the nature of which has been described elsewhere.