Enhancing Learning: A Matter of Style or Approach?

By J. Biggs. 2014

195 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5d960087474386d368a27a34802a49aa75c06abc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Chin-Chung Tsai

In Education

1. Jyh‐Chong Liang
2. Guo-Li Chiou
3. Chin-Chung Tsai
4. Sophie Maussen
5. Patricia Everaert
6. E. Opdecam
7. Ching Sing Chai
8. Gwo-Jen Hwang

In Social Psychology

1. Chin-Chung Tsai

Citations in the corpus

• Undergraduate Students’ Conceptions of and Approaches to Learning in Biology: A study of their structural models and gender differences (2012, background): “D ow nl oa de d by [ N at io na l C hi ao T un g U ni ve rs ity ] a t 1 5: 28 2 8 A pr il 20 14 motivation for learning biology might depend on the nature and demands of the learning tasks (Biggs, 2001; Marton & Säljö, 2005; Ramsden, 1992).”
• The relationship between motivation, learning approaches, academic performance and time spent (2017, background): “Motivation and learning approaches are definitely related to one another (e.g. Biggs, 2001; Davidson, 2002); therefore we investigate both the motivation and learning approach in explaining academic performance.”