University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice

By Alf Lizzio *, K. Wilson, Roland Simons. 2002

1,488 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c76d69bbede71e1234b334ef1d7199ea813b5c8b

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Citations in the corpus

Assessing the impact of learning environments on students' approaches to learning: comparing conventional and action learning designs (2005, background): “In particular, teaching quality (Ramsden & Entwistle, 1981; Lizzio et al., 2002), workload (Kember & Leung, 1998) and students' interest in the learning task (Frannson, 1977).”
Factors affecting bioscience students’ academic achievement (2012, background): “Students’ perceptions of a heavy workload and inappropriate assessment seem to be related to a surface approach to learning (Biggs 2003; Lizzio et al. 2002).”
The extent of variability in learning strategies and students' perceptions of the learning environment (2008, result): “For surface learning, its relationship with appropriate assessment and appropriate workload was in line with theory (Lizzio et al., 2002; Wilson et al., 1997).”
Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting (2005, methodology): “This classification is consistent with the recent work of Meyer (2000a) and Lucas and Meyer (2003a) that examines various levels of memorisation in student learning.”
European graduates’ level of satisfaction with higher education (2008, background): “Determining which features of the academic environment have the greatest influence on satisfaction may provide information about what actions can be taken to maintain high levels of study satisfaction and improve student learning (Ramsden 1979; Trigwell and Prosser 1991; Ting 2000; Lizzio et al. 20”
Defining and Measuring Academic Success. (2015, background): “Lizzio et al. (2002) Attainment of Learning Outcomes, Acquisition of Skills and Competencies, Satisfaction Article connects academic success with increased learning outcomes.”
Assessing the Teaching Quality of Accounting Programmes: An evaluation of the Course Experience Questionnaire (2003, background): “The CEQ specifically aims to monitor teaching quality at the course level and to measure differences between academic units in those aspects of teaching that students can evaluate (Ramsden, 1991; Lizzio et al., 2002).”
Relations between students' approaches to learning, experienced emotions and outcomes of learning (2012, neutral): “2006 ) and multidisciplinary samples (Lizzio, Wilson, and Simons 2002 ; Wilson, Lizzio, and Ramsden 1997 ).”
Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement (2007, result): “For example, the positive relationship between surface approach and perceived heavy workloads, the positive relationship between satisfaction with presentation and a deep approach, and the positive relationship between the general evaluation of the teaching and a deep approach were in accordance wit”
Determinants of education quality: what makes students’ perception different? (2016, background): “Lizzio et al. (2002) explored that perception about university learning environment contributes to academic outcome, whereas it is not influenced by prior academic achievements.”
Estrategias de aprendizaje y rendimiento académico en estudiantes universitarios (2007, background): “…con la investigación previa que ha demostrado la influencia de la organización instruccional en la forma de afrontar el estudio en la enseñanza superior (Cope y Staehr, 2005; Honkimäki et al., 2004; Jansen, 2004; Lizzio et al., 2002; Trigwell et al., 1999), donde, entre otros 410 © Intern.”