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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Approaches to Learning across Cultures: The role of assessment
Neil Baumgart,Christine Halse +1 more
TL;DR: This paper explored the role of assessment through an analysis of examination papers in the three countries at the high stakes, year 12 level, and found that Asian students frequently outperform their Western counterparts in competitive tests.
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Motivation: That's Maslow, isn't it?:
TL;DR: The method of the ethnographic experiment is explained and applied to the task of developing an understanding of how certain standard management education content is made use of by course members as mentioned in this paper, and it is shown that the use of such content is correlated with the performance of course members.
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Does learning in clinical context in anatomical sciences improve examination results, learning motivation, or learning orientation?
TL;DR: The results suggest that students enrolled in thegross anatomy course, who were simultaneously provided with the opportunity to learn in clinical context, were more likely to be successful at maintaining learning motivation and learning orientation required for the learning process, than students who attended the gross anatomy course alone.
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Innovative Methodologies for 21st Century Learning, Teaching and Assessment: A Convenience Sampling Investigation into the Use of Social Media Technologies in Higher Education.
TL;DR: In this paper, the use of Google + Discussion Circles (GDCs) was investigated for teaching, learning and assessment activities for 2nd year Bachelor of Education students at a university in Australia.
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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.