Course experience, approaches to learning and academic achievement

By Å. Diseth, Ståle Pallesen, A. Hovland, Svein Larsen. 2006

114 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/c4b638d4d12e2a35a7a210aa1791c842ea54fbe7

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In Education

In Management of Technology and Innovation

Citations in the corpus

Exploring individual differences as determining factors in student academic achievement in higher education (2012, unknown): “2006 ; Duff 2004 ; Norton and Crowley 1995 ; Schmeck 1983 ).”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…2010; Richardson et al., 2007) or specific features of the course/learning environment, i.e. appropriateness of the workload (e.g. Cope & Staehr, 2005; Diseth et al., 2006), appropriateness of the amount of information (Svirko & Mellanby, 2008), quality of the teaching (e.g. Crawford et al.,…”
The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity (2011, background): “…has come to the conclusion that an appropriate workload relates positively to a deep approach to learning (e.g. Diseth, Pallesen, Hovland, & Larsen, 2006; Wilson, Lizzio, & Ramsden, 1997) and significantly negative to a surface approach to learning (Diseth et al., 2006; Wilson et al., 1997).”
The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education (2010, background): “…research has come to the conclusion that an appropriate workload does relate significantly positive to a deep approach to learning (e.g. Diseth et al. 2006; Lizzio et al. 2002; Wilson et al. 1997) and significantly negative to a surface approach to learning (Diseth et al. 2006; Wilson et al. 1997).”
Relations between students' approaches to learning, experienced emotions and outcomes of learning (2012, unknown): “2006 ) and multidisciplinary samples (Lizzio, Wilson, and Simons 2002 ; Wilson, Lizzio, and Ramsden 1997 ).”
An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches (2013, background): “Literature suggested that it was students’ perception of the learning environment that exerted more direct influences on students’ learning (Diseth et al. 2006; Entwistle 1989; Kember and Leung 1998; Ramsden 1991).”