On qualitative differences in learning

By F. Marton, Roger Säljö. 2013

707 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1ac29c9d9b5563e07aee52977787b712bd162412

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In Education

Citations in the corpus

Learning in Communities of Inquiry: A Review of the Literature (2009, background): “In higher education, the term deep learning is associated strongly with a program of research initiated by Marton and Saljo (1976) who proposed a distinction between surface and deep learning.”
Uncovering students’ thinking about thinking using concept maps (2009, background): “Marton and Saljo (1976) use this same notion to classify the approach students use in processing text as either deep or surface.”
Eliciting Self-Explanations Improves Understanding (1994, background): “Marton and Saljo (1976) likewise postulated two learning approaches: surface versus depth oriented.”
The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay (1998, methodology): “preferred approach to their studies, usually referred to as either a deep approach (focusing on meaning and understanding) or a surface approach (focusing on recall and reproduction) (Marton and Saljo 1976; Biggs 1979).”
Using concept maps to measure deep, surface and non‐learning outcomes (2007, positive): “In the UK, for example, the distinction between deep and surface learning (see Säljö, 1975; Marton & Säljö, 1976) has had considerable impact on theory development and teaching practice, and has informed some of the most important texts for learning and teaching in higher education (e.g. Ramsden,…”
A Validated and Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills (2017, background): “The approaches to learning are conceptualized as either deep or surface approaches, with “deep approach” referring to an intention to understand, integrate, and apply knowledge learned, and “surface approach” referring to mere memorization and reproduction of information (Marton & S€alj€o, 1976).”
Impact of Teaching Development Programmes in Higher Education. HEA Research Series. (2012, result): “This empirical evidence supported earlier research that consistently showed that surface approaches to learning are related to lower quality learning outcomes (Marton and Säljö, 1976; Van Rossum and Schenk, 1984; Trigwell and Prosser, 1991; Ramsden, 1992; Prosser and Millar, 1989).”
Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008, methodology): “This approach is based on the information processing model of memory, which proposes that individuals remember material more accurately if the material is processed at a deep level rather than at a surface level (e.g., Craik & Lockhardt, 1972; Marton & Säljö, 1976).”
Job Design and the Employee Innovation Process: The Mediating Role of Learning Strategies (2012, neutral): “…shown to be associated positively with exam grades, course grades (Pintrich and Garcia 1993; Pintrich et al. 1993) and more sophisticated levels of understanding, i.e., knowledge that is organized according to basic principles rather than unrelated facts (Entwistle 2000; Marton and Saljo 1976).”
University Students' Research Orientations: Do negative attitudes exist toward quantitative methods? (2005, background): “University students’ conceptions of learning have been found to be related to students’ study orientations, approaches to learning, and study outcomes (see, for example, Entwistle & Ramsden, 1983; Marton & Säljö, 1976).”
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004, background): “385 1040-726X/04/1200-0385/0 C© 2004 Springer Science+Business Media, Inc. and studying in real college and university contexts (Biggs, 1993; Dyne et al., 1994; Entwistle and Waterston, 1988; Marton and Saljo, 1976).”
Strong community, deep learning: exploring the link (2005, background): “Ultralab’s work with informal learning communities has led to the development of a community approach to support online programmes, 1 because our observations indicate that strong community leads to deep learning (Marton & Saljo, 1976).”
Academic Performance as a Function of Approaches to Studying and Affect in Studying (2013, methodology): “Approaches to Studying and Academic Performance The theory of approaches to studying was first developed as a two-factor, deep- surface learning model (Marton & Säljö, 1976a, 1976b) that was based on the idea of qualitative individual differences in information processing.”