Investigating ways of enhancing university teaching-learning environments: Measuring students' approaches to studying and perceptions of teaching

By N. Entwistle, Velda McCune, J. Hounsell. 2003

214 citations recorded by the source corpus.

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Citations in the corpus

Assessing students’ experiences of teaching–learning environments and approaches to learning: Validation of a questionnaire in different countries and varying contexts (2013, methodology): “uk), which investigated ways in which findings from research could be used to create a learner-centred learning environment for students (Entwistle et al. 2003; TLRP 2007).”
Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation? (2019, background): “…have, © 2019 HERDSA CONTACT Dorothy Duchatelet Dorothy.duchatelet@uantwerpen.be inter alia, been promoting active learning techniques that are student-centred, and specifically enhance the quality of students’ learning outcomes (e.g., Darnon, Buchs, & Desbar, 2012; Entwistle et al., 2003).”
Using a research instrument for developing quality at the university (2012, methodology): “The first contains a short version of the Approaches to Learning and Studying Inventory (ALSI), the second section focuses on students’ experiences of the teaching-learning environment in a course unit, the third section asks about the demands of the course unit, the fourth section concentrates on w”
The development of students’ ways of thinking and practising in three final-year biology courses (2005, methodology): “Further development of these generic frameworks describing high-quality learning is one aspect of the work of the ETL project (Entwistle et al. 2003; Entwistle and McCune 2004).”
Relations between student learning patterns and personal and contextual factors and academic performance (2005, unknown): “Although this last ﬁnding can be explained by the high vocation-oriented nature of Law studies, Entwistle et al. (2003) model of student learning suggests that there are also diﬀerences in the teaching–learning environments among diﬀerent academic disciplines.”