Conceptions, styles, and approaches within higher education: Analytical abstractions and everyday experience.

By N. Entwistle, Velda McCune, Paul Walker. 2001

319 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/61188088c79ee04c2678c2024a6e2a2220dfa5f1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity (2011, background): “Possible strategies are reflecting, discussing, using various information sources, relating ideas to previous knowledge, looking for patterns, checking evidence and critically examining arguments (Biggs, 2001; Entwistle et al., 2001).”
Threshold concepts and the integration of understanding in economics (2007, background): “Academic ideas which are retained as isolated objects remain inert in the learner’s thinking: the expected outcomes of ‘surface’ approaches to learning (Entwistle & McCune, 2001).”
On the dynamics of students' approaches to learning: The effects of the teaching/learning environment (2006, methodology): “This approach is associated with an intention to comprehend, to active conceptual analysis and, if carried out thoroughly, generally result in a deep level of understanding (Entwistle et al., 2001).”
Relations between student learning patterns and personal and contextual factors and academic performance (2005, unknown): “The way students learn can be conceptualised in various ways (Entwistle et al. 2001).”
Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula (2010, background): “This strategic (or achieving) approach describes well-organised study methods linked to achievement motivation or the determination to excel (Entwistle et al. 2001).”
Teaching for Deep Learning (2007, background): “High-quality learning outcomes are associated with deep approaches whereas low-quality outcomes are associated with surface approaches (Biggs 1987; Entwistle 2001; Marton and Silji 1984).”
Using concept maps to measure deep, surface and non‐learning outcomes (2007, unknown): “That people learn differently is intuitive, and that people conceive of learning in different ways is phenomenologically demonstrable (see Säljö, 1975; Marton & Säljö, 1976, 1984; Marton, 1986; Entwistle, 1990; Entwistle et al., 1991, 2001).”
Students’ perceptions about evaluation and assessment in higher education: a review1 (2005, methodology): “This intention is often associated with routine and unreflective memorization and procedural problem solving, with restricted conceptual understanding being an inevitable outcome (Entwistle & Ramsden, 1983; Trigwell & Prosser, 1991; Entwistle et al., 2001).”
The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education (2010, methodology): “The learning strategies used aim at understanding and creating meaning (Biggs 2001; Entwistle et al. 2001).”
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).”
The epistemological beliefs, learning approaches and study orchestrations of university students (2006, background): “Researchers have identified two contrasting and theoretically opposed learning approaches: deep and surface (Biggs, 1987a; Entwistle et al., 2001).”