Journal ArticleDOI
On qualitative differences in learning: i—outcome and process*
Ference Marton,Roger Säljö +1 more
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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.Abstract:
Summary. This paper describes 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. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembered. The starting point of this research was that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface-level or deep-level processing.read more
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Teaching For Quality Learning At University
TL;DR: In this article, the authors present a framework for the generation of ILOs for a course by identifying the kind of knowledge to be learned (declarative or functioning) and the level of understanding or performance to be achieved.
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Phenomenography — Describing conceptions of the world around us
TL;DR: In this paper, a distinction is made between two perspectives: from the first-order perspective, describing various aspects of the world and from the second-order viewpoint, describing people's experience of various aspects in the world.
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Enhancing Teaching through Constructive Alignment.
TL;DR: Constructive alignment as discussed by the authors is a marriage of the two thrusts, constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance.
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A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
TL;DR: In this article, a conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented, which is based on a self-regulatory perspective on student motivation in contrast to a student approaches to learning.
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Eliciting Self‐Explanations Improves Understanding
TL;DR: This article showed that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text, and that prompted students who generated o large number of self-explaining (the high explainers) learned with greater understanding than low explainers.
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Journal ArticleDOI
On qualitative differences in learning: iv—effects of intrinsic motivation and extrinsic test anxiety on process and outcome
TL;DR: Lack of interest in the text, efforts to adapt to expected test demands, and high test anxiety were all found to increase the tendency towards surface-processing and ineffective, reproductive attempts at recall, but an adaptive approach allied to strong interest and low anxiety produced a high proportion of deep-level approaches with good factual recall.