Perceptions of What Helps Learn and Develop in Education
By S. Drew. 2001
103 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/899e3ef6ad838d7cc7b17e00615fc0502b78e61a
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Katrien Struyven
- Maria Assunção Flores
- Filip Dochy
- Rui M. Lima
- Sandra Fernandes
- Steven Janssens
- A. Jonsson
- Xueli Wang
Citations in the corpus
- Facilitating productive use of feedback in higher education (2013, background): “Similar results can be found in a number of studies from the United Kingdom (e.g. Drew, 2001; Hounsell et al., 2008) as well as elsewhere in the world, for example, Scott (2005) in Australia.”
- A framework for transition: supporting 'learning to learn' in higher education (2007, background): “Journal compilation © 2007 Blackwell Publishing Ltd, 9600 Garsington Road, Oxford, OX4, 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. the research literature is the lack of preparation for and understanding of the type of learning that is required (Ozga and Sukhnandan, 1998; Drew, 2001).”
- Students’ views of assessment in project-led engineering education: findings from a case study in Portugal (2012, result): “This finding has also been confirmed by other studies carried out in the context of higher education (Sambell, MacDowell, and Brown 1997; Drew 2001).”
- Students’ perceptions about evaluation and assessment in higher education: a review1 (2005, background): “While they disliked one-line comments, they considered typed feedback sheets as excellent (Drew, 2001). Although most assessment formats are perceived to be fairer than their conventional partners, there were some concerns about the reliability of self and peer assessment, even though students value”
- Factors Contributing to the Upward Transfer of Baccalaureate Aspirants Beginning at Community Colleges (2010, background): “…such as faculty, peers, and counselors are likely to be beneficial, as such interactions help promote positive self-concept among college students (Drew, 2001; komarraju, Musulkin, & Bhattacharya, 2010; Lamport, 1993). for example, based on single institution data, komarraju, Musulkin, &…”