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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Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies
TL;DR: This article investigated the relationship between multiple predictors of academic achievement, including course experience, students' approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school grade point average) among 442 first semester undergraduate psychology students.
Journal ArticleDOI
Influence of redesigning a learning environment on student perceptions and learning strategies
TL;DR: In this paper, the authors tried to increase the depth of students' learning by changing the format of a so-called assignment-based learning to a problem based learning course and found that students perceived the redesigned course as being more challenging and adjusted their learning strategies towards deeper learning.
BookDOI
Advances in Research on Networked Learning
TL;DR: In this paper, the authors present a collection of the best research in the field of networked learning, and highlight some of the largest or most important gaps in our understanding of students perspectives on networked Learning, patterns of interaction and online discourse.
Journal ArticleDOI
Strong community, deep learning: exploring the link
TL;DR: The authors explored the constructivist understanding that shared practitioner research in collaborative online spaces leads to deeper learning, and pointed out the importance of building collaboration and community, integrating formative assessment, and freeing the learning facilitator from tasks that the community can fulfil, so that they can focus on their primary role of facilitating quality learning.
Journal ArticleDOI
Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts
TL;DR: In this paper, a study focused on students' conceptions of and approaches to learning through face-to-face and online discussions was carried out in a course in which students worked in small teams and in which team discussions took place both face to face and online.
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.