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 Taiwanese high school students' conceptions of and approaches to learning science through a structural equation modeling analysis
TL;DR: This article investigated the relationship between high school students' conceptions of learning science and the approaches they adopt to learning science by assessing the possible relationships empirically through the development of two questionnaires: The Conceptions of Learning Science (COLS) questionnaire and the Approaches to Learning Science(ALS) questionnaire.
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Conceptions of and approaches to learning through online peer assessment
Yu-Fang Yang,Chin Chung Tsai +1 more
TL;DR: In this paper, the authors investigated junior college students' conceptions of and approaches to learning via online peer assessment (PA) using a phenomenographic approach and found that students with cohesive learning conceptions and deep learning approaches were likely to make greater progress in the early stages of online PA activity.
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The relationship between learning approaches and learning outcomes: a study of Irish accounting students
TL;DR: In this paper, the authors examined the relationship between accounting students' approaches to learning and their learning outcomes and found that the deep and strategic approaches are positively associated with high academic performance and the instrumental approach is associated with poor performance.
Journal ArticleDOI
The Role of Metacognition in Enhancing Learning
TL;DR: In this article, a model of student learning is outlined which emphasises metacognitive processes; students need to be aware of their motives, of task demands, and of their own cognitive resources, and to exert con...
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Reliability and replicability of the Approaches to Studying Questionnaire
TL;DR: The Approaches to Studying Questionnaire (ASQ) as mentioned in this paper was devised to measure individual differences in terms of four major study orientations and achieved satisfactory levels of reliability and the distinction between a meaning orientation and a reproducing orientation has been consistently demonstrated across a variety of student groups.
References
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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.