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Understanding Student Learning
Noel Entwistle,Paul Ramsden +1 more
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The article was published on 1982-01-01 and is currently open access. It has received 2438 citations till now. The article focuses on the topics: Student engagement & Student approaches to learning.read more
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Teaching For Quality Learning At University
TL;DR: In this article, the authors present a framework for the generation of ILOs for a course by identifying the kind of knowledge to be learned (declarative or functioning) and the level of understanding or performance to be achieved.
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Enhancing Teaching through Constructive Alignment.
TL;DR: Constructive alignment as discussed by the authors is a marriage of the two thrusts, constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance.
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Psychological correlates of university students' academic performance: a systematic review and meta-analysis
TL;DR: A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains.
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The revised two-factor study process questionnaire : R-SPQ-2F
TL;DR: A revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students is produced, using fewer items.
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Relations between teachers' approaches to teaching and students' approaches to learning
TL;DR: For example, the authors found that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject, but less strongly, in classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions.