Approaches to learning

By P. Ramsden. 2003

1,028 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/750c712479b23903c6694221dbfa79e131809384

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In Education

Citations in the corpus

Factors affecting bioscience students’ academic achievement (2012, background): “Students applying a surface approach to learning concentrate on the text itself and try to memorise it whereas students applying a deep approach to learning attempt to understand what the author intends to say, relate the ideas and make sense of the learning material by linking it to prior knowledge”
An Exploratory Study of Situated Conceptions of Learning and Learning Environments (2006, background): “The approaches to learning research has shown that variation can be observed at both the level of specific learning tasks (Marton and S?lj? 1997) and at the level of whole degree programmes (Biggs 1987).”
The Conceptual Bases of Study Strategy Inventories (2004, background): “The coexistence of intention and process suggested that the categories might better be described as “approaches to learning” (Marton and Säljö, 1997) and implied differing ways of interpreting the requirements of the task as it was presented within a specific learning context.”
Undergraduate Students’ Conceptions of and Approaches to Learning in Biology: A study of their structural models and gender differences (2012, result): “For example, in agreement with Säljö (1979), Marton et al. (1993) argued that in the first three categories (i.”
Scaffolding students' transition to higher education: parallel introductory courses for students and teachers (2008, background): “This focus is associated with what Marton and Säljö (1997) have called shallow learning—that is, learning what is needed to pass an exam.”
Students’ perceptions about evaluation and assessment in higher education: a review1 (2005, background): “Mires et al. (2001), on the other hand, self-assessed an examination with severe evaluative consequences.”