Improving the quality of student learning

By Abd Elrahman, Kamel Abd, Elsabbagh R Mahmoud. 2003

431 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6336f8d2632d08a186ed557acf75b7cd55a5d09c

How researchers see this paper

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

Citations in the corpus

Peer assessment of language proficiency (2005, background): “…Sharplin, 1986), helping to nurture student-centred learning among undergraduate learners (Oldfield and MacAlpine, 1995), encouraging active and flexible learning (Entwhistle, 1993) and facilitating a deep approach to learning rather than a surface approach (Entwhistle, 1987; 1993; Gibbs, 1992).”
Action Learning in Higher Education: an investigation of its potential to develop professional capability (2004, background): “what students are used to) and the student resistance that may ensue (Gibbs, 1992), we asked students to assess their attitude to the action learning exercise both at the beginning and end of semester.”
Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education (2005, background): “It suggests that contextual factors tend to frustrate teachers’ intended approaches to teaching (e.g., Gibbs, 1992).”
Independent inquiry and the undergraduate dissertation: perceptions and experiences of final‐year social science students (2004, background): “The ability to work independently is an important outcome of undergraduate study and the dissertation is designed to allow learners to be more involved in making decisions about the choice of subject matter, learning methods, control over which aspects may be focused upon, pace, sequence and content”
The Design, Play, and Experience Framework (2009, background): “Active learning has been shown to promote better recall, enjoyment, and understanding than traditional instructional techniques, such as lecturing (Gibbs, 1992; Muji & Reynolds, 2001; Petty, 2004) and is the cornerstone of other progressive pedagogy, including problem-based learning and collaborativ”
Deep and surface approaches to learning within introductory accounting: a phenomenographic study (2001, methodology): “National programmes of reform have been developed and funded around the associations between approaches to learning and the quality of the learning outcome (Gibbs, 1992).”
Explaining Achievement in Higher Education (2005, background): “Related to that, another wide body of research concerns students’ approaches to learning, students’ perceptions of the learning environment and academic performance (see e.g., Beck & Davidson, 2001; Lindblom-Ylänne & Lonka,1999; Ramsden, 2003; Richardson, 2000; Trigwell & Prosser, 1991).”
University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice (2002, background): “The argument that students tend to adopt a surface approach to studying as a ‘default option’, when they are uncertain what an academic environment requires of them (Gibbs, 1992), was not supported by the ndings.”
A five-dimensional framework for authentic assessment (2004, result): “…and on student learning is corroborated by researchers as Frederiksen (1984, “The Real Test Bias”), Pro-dromou (1995, “Backwash Effect”), Gibbs (1992, and Prodromou implied that tests have a strong influence on what is taught, because teachers teach to the test, even though the test…”
Assessing contributions to group assignments (2004, background): “, 1996, for a survey of such methods), but the essential components are the same; group members evaluate each other and this evaluation is incorporated into the individual student’s assessment, either as an addition to the marks awarded for the submitted assignment (Earl, 1986; Falchikov, 1988, 1991”
Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance (2010, background): “Softs skills and academic assessment methods Gibbs (1992) argued that students’ learning is affected by the way they are assessed (see also Furnham & Chamorro-Premuzic, 2005).”
Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education (2001, background): “Surface approaches depend on memory rather than understanding and learning becomes equivalent to developing an ability to reproduce the subject matter at a later date (Gibbs, 1992).”
Student Perceptions of Geography and Environmental Science Fieldwork in the Light of Restricted Access to the Field, Caused by Foot and Mouth Disease in the UK in 2001 (2003, background): “Where fieldwork fosters ‘active’ and ‘deep’ learning, involving participation and ‘doing’, it should provide a positive learning experience (e.g. Jenkins & Pepper, 1988; Gibbs, 1992; Race, 1993; Haigh, 1996; Fuller et al., 2000).”
Approaches to studying, conceptions of learning and learning styles in higher education (2011, unknown): “In other research, however, interventions aimed at inducing desirable approaches to studying have proved relatively ineffective (Gibbs, 1992; Hambleton, Foster, & Richardson, 1998; Kember, Charlesworth, Davies, McKay, & Stott, 1997).”
Questions of chemistry (2003, background): “Gibbs (1992) considers quality learning experiences to be: . . . the development of students’ intellectual and imaginative powers; their understanding and judgement; their problem-solving skills; their ability to communicate; their ability to see relationships within what they have learned and to…”
Transitions in higher education (2010, background): “Following Gibbs (1992), surface learning can be defined as the acquisition of largely unrelated facts, opinions, beliefs, abilities and skills, with little attempt to fit them together into a coherent body or connect them to other related knowledge or beliefs.”
Putting student evaluations into perspective: The Course Experience Quality and Satisfaction Model (CEQS) (2012, unknown): “…items, has been demonstrated on numerous occasions (e.g., Broomfield & Bligh, 1998; Byrne & Flood, 2003; Byrne & Willis, 2004; Lyon & Hendry, 2002; Trigwell & Prosser, 1991; Waugh 1998, etc.), this is irrelevant because in developing these items there has been little regard for who will actually…”
Facilitating reflective learning in higher education (2011, unknown): “This has achieved some success, as the significance of 'experience' and 'doing' in learning has been slowly recognized in higher education, with industrial placements and projects increasingly featuring in course design (Gibbs, 1992).”
Approaches to Studying and Perceptions of the Academic Environment in Students Following Problem-Based and Subject-Based Curricula (2003, background): “One possible explanation for this is that the potential benefits of innovations introduced within individual classes or modules can be undermined if traditional practices are maintained elsewhere in the students’ program (for examples, see Gibbs, 1992).”
‘A real rollercoaster of confidence and emotions’: learning to be a university student (2008, background): “Despite the academic interest in learning experiences (Gibbs 1992; Kolb 1984), the literature has little to say about the emotional dimensions of learning (see also Boler 1999; Brown 2000).”