Original Title: Teaching for understanding at university: Deep approaches and distinctive ways of thinking

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Assessing students’ experiences of teaching–learning environments and approaches to learning: Validation of a questionnaire in different countries and varying contexts (2013, methodology): “The factors measuring students’ experiences of the teaching– learning environment are related to each other and there is a strong latent factor of good teaching, which involves running all the scores (Entwistle 2009; Richardson 2005a).”
Factors affecting bioscience students’ academic achievement (2012, background): “On the other hand, the nature of the deep approach to learning may well vary in different faculties, because of the way understanding is developed in each discipline (Entwistle 2009; Entwistle et al. 2001).”
Using a research instrument for developing quality at the university (2012, methodology): “There are still rather few studies using the ETLQ but within the original study the scale consistency and the factor structure for each section were robust across the subject areas used (McCune, 2003; Xu, 2004; Entwistle, 2009).”
Using principles of authentic assessment to redesign written examinations and tests (2019, background): “Instead, when students use higher-order cognitive skills to respond to an assessment, such as concluding, designing or evaluating, they gain a deeper understanding (Entwistle, 2009), and show better stability in remembering what was learned (Rawson et al., 2013).”