Variatio Est Mater Studiorum

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Can ‘Blended Learning’ Be Redeemed? (2005, background): “Discernment is at the core of our ways of experiencing the world around us, according to this way of looking at human experience (Marton & Trigwell, 2000).”
Student conceptions of oral presentations (2007, background): “Variation theory, whereby teachers’ use of variation with respect to specific aspects of a phenomenon has come to be seen as perhaps the most critical function of teaching (Marton & Trigwell, 2000 ; Lo & Ko, 2002 ; Patrick, 2002 ; Runesson & Marton, 2002 ; Tsui, 2002 ), is certainly pertinent h”
Students' Conceptions of Statistics: A Phenomenographic Study (2002, background): “Research in other areas suggests that there is a strong link between students’ understanding of their discipline in a work context and the way they then go about learning in their discipline (Prosser and Trigwell 1999; Marton and Trigwell 2000; Reid 2001).”
A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning (2008, methodology): “This model may be contrasted with a phenomenographic, or what I have termed a conceptual expansion , approach to conceptual development (Marton and Booth 1997 ; Marton and Trigwell 2000 ; Marton and Tsui 2004 ; Prosser and Trigwell 1997 ; Runesson and Marton 2000).”