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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Teaching nontraditional adult students: adult learning theories in practice
TL;DR: In this paper, the authors examined the learning experiences of adult students enrolled in a disciplinary course that was built upon core principles of adult learning and found that students progressed through a five-themed model that challenged their pre-existing meaning structures, caused emotional and cognitive disequilibrium, and pushed them toward irrevocable change.
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Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance
TL;DR: In this paper, the authors focus on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance.
Journal ArticleDOI
Approaches to Study of Distance Education Students
Greg Harper,David Kember +1 more
TL;DR: In this article, the authors used the Approach to Studying inventory of Ramsden and Entwistle (1981) to study the learning styles of distance education students and found that older students have different learning styles from others.
Journal ArticleDOI
Scaffolding for Success in Problem-Based Learning
TL;DR: The focus of this paper is on the influence of the learning support structure in an environment that encourages student independence as one of its basic tenets, and how it takes on a reduced importance in such circumstances.
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Academic Achievement and Individual Differences in Learning Processes
Ronald R. Schmeck,Eddie K. Grove +1 more
TL;DR: This article found that the ILP scales of Synthesis-Analy sis, Fact Retention, and Elaborative Processing were significantly related to GPA and scores on the American College Testing (ACT) Program Assess ment.
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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.