Aspects and Prospects of Measuring Studying and Learning in Higher Education

By Kirsti Lonka, E. Olkinuora, Jarkko Mäkinen. 2004

201 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/918f424f732a002b4e217ba208c8d33a5b473d3e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2010, background): “Comparing the teacher learning activities from the present study with research on student learning (Entwistle & McCune, 2004; Lonka et al., 2004) and student teacher learning (Oosterheert & Vermunt, 2001), it is apparent that meaning-oriented learning (e.g., trying to extend one’s understanding of…”
What constitutes the surface approach to learning in the light of new empirical evidence? (2018, background): “…has a long history in European as well as worldwide research on student learning, especially in the context of higher education (e.g. Biggs 1987; Entwistle and Ramsden 1983; Lonka, Olkinuora, and Mäkinen 2004; Prosser and Trigwell 1999; Vanthournout, Donche, Gijbels, and Van Petegem, 2013).”
A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward (2017, background): “…student learning in higher education has repeatedly identified four qualitative different patterns in the way students learn: reproduction-directed learning, meaning-directed learning, application-directed learning , and undirected learning (e.g. Lonka et al. 2004; Richardson 2000; Vermunt1998 ).”
Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations (2004, unknown): “See Lonka et al. (2004) for a more extended discussion of this “student approaches to learning” tradition.”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “Whereas the first two approaches describe ways in which students handle a learning task, the achieving (or strategic) approach indicates how students organise their learning (e.g. when, where, how long they learn) (Biggs et al., 2001; Lonka et al., 2004).”
Relations between student learning patterns and personal and contextual factors and academic performance (2005, unknown): “Interesting reviews about this issue have also been published by Richardson (2000) and Lonka et al. (2004).”
Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula (2010, background): “Therefore, the present research focuses on the proposal of learning strategies from the students’ point of view as it is assumed that the way students cope with learning shapes their intentions and clears the way for different approaches to learning (Lonka et al. 2004; Núnez et al. 2006).”
Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments (2016, methodology): “However, these should not be equated with situation specific instructions (Lonka et al. 2004).”
Conceptions of learning and approaches to learning in Portuguese students (2007, background): “This is similar to a conception already mentioned by Marton and Booth (1997) or Cliff (1998).”