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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Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age
TL;DR: Prensky et al. as discussed by the authors examined the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting.
Journal ArticleDOI
The Effects of College Students’ Personal Values on Changes in Learning Approaches
Petra Lietz,Bobbie Matthews +1 more
TL;DR: This paper examined the effects of personal values (level-2) on learning approaches and changes in them over time (Level-1) by using hierarchical linear modeling (HLM) to examine factors influencing changes in the learning approaches of 153 international undergraduate students over a 3-year period.
Dissertation
A Pedagogical Stance on Internationalising Education An empirical study of Swedish nurse education from the perspectives of students and teachers
TL;DR: In this paper, the authors investigated the phenomenon of internationalisation through an empirical approach, focusing on the experiences of teachers and students, and concluded that the presence of a pedagogical and didactical perspective on the issue, "internationalisation of higher education", is clearly insufficient represented as a basis for understanding and concretising curricular objectives of internationalization.
Journal ArticleDOI
Modelos pedagógicos y formación de profesionales en el área de la salud
TL;DR: In this paper, the authors present an analysis of the relationship between professional competences to de-develop and professional formation in the area of health, detailing the generic or transversal and specific professional competence, the scope and limitations of current formation and four experience of competency-based education.
Journal ArticleDOI
The Experience of Deep Learning by Accounting Students
TL;DR: In this paper, the authors examined how to support accounting students to experience deep learning and found that it is possible to support a large proportion of students in first-year courses to experience learning through individualised, authentic assessed learning tasks with regular formative and summative feedback as part of an integrated set of interventions.
References
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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.