THE ROLE OF METALEARNING IN STUDY PROCESSES

By J. Biggs. 1985

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Bayesian Model-Agnostic Meta-Learning (2018, background): “This ability, also known as learning to learn or meta-learning (Biggs, 1985; Bengio et al., 1990), has recently obtained much attention in machine learning by formulating it as few-shot learning (Lake et al., 2015; Vinyals et al., 2016).”
The Relationship between Students' Course Perception and their Approaches to Studying in Undergraduate Science Courses: A Canadian experience (2003, methodology): “The first is the notion of approaches to studying, as developed by Biggs (1987); Entwistle (1998); Entwistle and Ramsden (1983); Tait, Entwistle, and McCune (1997) and many others.”
Approaches to Studying and Perceptions of the Academic Environment in Students Following Problem-Based and Subject-Based Curricula (2003, background): “The results of this investigation are also consistent with those obtained by Ramsden and Entwistle (1981), by Parsons (1988) and by Meyer and Muller (1990) in showing an association between students’ approaches to learning in higher education and the same students’ concurrent perceptions of their ac”
Encouraging a deep approach to learning through curriculum design (2004, background): “It is possible to discourage a predisposition to rote learning by ensuring that learning activities and assessments require the demonstration of understanding, analysis and critical evaluation (Laurillard, 1984; Biggs, 1985; Ramsden, 1992).”
Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. (2006, background): “According to Biggs (1985) , students tend to give themselves at least unconsciously ‘personal study contracts’, in which the concurrence between the goal set and the means chosen to pursue this goal is a main priority.”
Personal epistemology and relational pedagogy in early childhood teacher education programs (2006, background): “The student uses a learning strategy that should support this motive (Biggs, 1985) in order to achieve the learning outcomes desired or required.”
Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula (2010, background): “Biggs (1985) defended that the deep and surface approaches are different from the achieving one because their focus diverge.”
The impact of academic self‐concept, expectations and the choice of learning strategy on academic achievement: the case of business students (2009, background): “Students that portray high levels of academic self-concept show an intrinsic motivation to participate in higher education (Michie, Glachan, & Bray, 2001) and engage in deeper approaches to learning (Biggs, 1985).”
Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008, background): “This ability to adapt study behaviors to the demand characteristics of the particular learning tasks has been termed metacognition and self-regulation ability (e.g., Biggs, 1985; Gettinger & Seibert, 2002; Ley & Young, 1998).”
The epistemological beliefs, learning approaches and study orchestrations of university students (2006, background): “Results suggest that higher education institutions should provide scaffolding to foster the development of a mature learning experience amongst their students.”
Use of blended learning to enhance the student learning experience and engagement in property education (2012, unknown): “ Biggs (1985) represents student learning, in his three‐stage model, as an interactive system of presage, process, and product.”
Being a teacher: developing teacher identity and enhancing practice through metacognitive and reflective learning processes (2003, unknown): “2, Jan 2003 6 Biggs (1988) notion that students need to be aware of their motives, task demands and their own cognitive resources to exert control over learning (and teaching) strategies used.”