Journal ArticleDOI
On qualitative differences in learning—ii outcome as a function of the learner's conception of the task
Ference Marton,R. Säaljö +1 more
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In this article, two groups of 20 first-year students were asked to read three sections of a textbook, and after the first two sections the groups received different types of question, one group received questions which demanded a thorough understanding of the meaning of the passage, the other group was given detailed factual questions.Abstract:
Summary. Two groups of 20 first-year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. After the final section of reading a common set of questions of both types was asked. Besides providing further evidence of qualitative differences in learning, the experiment showed that students did adapt their way of learning to their conception of what was required of them.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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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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The revised two-factor study process questionnaire : R-SPQ-2F
TL;DR: A revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students is produced, using fewer items.
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The Impact of Classroom Evaluation Practices on Students
TL;DR: In this article, a review summarizes results from 14 specific fields of research that cast light on the relationships between classroom evaluation practices and student outcomes and concludes that classroom evaluation has powerful direct and indirect impacts, which may be positive or negative.
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University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice
TL;DR: In this paper, the relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels at both undergraduate and graduate levels.