Teaching for quality learning at university

By G. Boulton‐Lewis. 2008

5,931 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ca72f9f4e6a72abbc73ff5deaf327a706e8f494d

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Citations in the corpus

Trends in Global Higher Education: Tracking an Academic Revolution: A Report Prepared for the UNESCO 2009 World Conference on Higher Education (2010, background): “outcomes, it is accordingly called "constructive alignment" (Biggs, 1996; Biggs and Tang, 2007).”
Assessment in higher education: drivers, barriers and directions for change in the UK (2016, background): “Indeed, in 1979, Elton and Laurillard (1979) noted that ‘the quickest way to change students learning is to change the assessment system’ (100), which has been described as the backwash effect of assessment (Biggs 2003; Havnes 2004; Watkins, Dahlin, and Ekholm 2005).”
Using reliability and item analysis to evaluate a teacher-developed test in educational measurement and evaluation (2017, background): “Another criticism is that the format of MCQs let students guess even when they have no substantive knowledge of the topic under consideration (Biggs, 1999).”
The effect of pedagogical training on teaching in higher education (2007, background): “(Biggs, 1999; Kember & Kwan, 2002; Prosser & Trigwell, 1999; Prosser, Trigwell, & Taylor, 1994; Samuelowicz & Bain, 1992, 2001; Trigwell & Prosser, 1996b; Vermunt & Verloop, 1999).”
Test, measurement, and evaluation: Understanding and use of the concepts in education (2020, background): “However, assessing learning outcomes on the psychomotor and affective domain maybe of a challenge to some specific courses and to include them may unnecessarily increase the number of outcomes [34].”
An exploration of Biggs’ constructive alignment in the context of work‐based learning (2007, background): “(Biggs, 2003, p. 38) When proposing his aligned system, Biggs is clear that, at higher levels, teachers should focus ‘in particular on what the student does at process and product, and how that relates to teaching.”
Five research-based heuristics for using video in pre-service teacher education (2013, background): “According to Biggs and Tang (2007), such a “constructive alignment” of teaching and measuring outcomes will fundamentally increase teaching quality at the university.”
Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities (2018, background): “The student-centered approach also appreciates and takes into account the heterogeneity of needs that can be found within a given group of students (see, e.g., Biggs & Tang, 2011; Gibbs & Coffey, 2004; Lea, Stephenson, & Troy, 2003; Postareff et al., 2007).”
Peer and self‐assessment in the first year of university (2011, background): “Supporting this argument, both Boud (1991, 1995) and Biggs (2006), among others, have noted that some students are naturally more self-reflective than others. Similarly, when talking about peer learning, Boud, Cohen, and Sampson (2001) note that some students are more socially adept or networked tha”
Outcomes-based approach to quality assessment and curriculum improvement in higher education (2014, background): “Outcomes-based approach to quality 161 D ow nl oa de d by 1 04 .1 91 .1 52 .1 8 A t 0 5: 29 0 3 Ju ne 2 01 7 (P T ) Such radical shift from teacher delivery to student learning is resonant with the theory of constructive alignment (Biggs, 1999, 2003; Biggs and Tang, 2007, 2011).”
Challenging the dual assumption of the ‘always/already’ autonomous student and effective supervisor (2007, background): “The 310 C. Manathunga and J. Goozée PhD program in Australia continues to include no formal coursework requirements, unlike similar degrees in the UK and North America.”
The SAGE Handbook of Management Learning, Education and Development (2009, methodology): “…research methods, data analysis, report writing); the importance of changes in the assessment of learning (e.g., the notion of constructive alignment (Biggs & Tang, 2007); or the perception of managers as knowledge workers with knowledge viewed as a key currency in organizations (Nonaka, 2005).”
Using the UTAUT model to understand students’ usage of e-learning systems in developing countries (2021, background): “For instance, some scholars tend to view e-learning as a panacea for all educational challenges (Biggs, 2003).”
Graduate attribute development and employment outcomes: tracking PhD graduates (2009, background): “The literature has stressed the importance of providing experiential and active learning experiences as the most successful method of assisting research students to develop employment-related skills (Biggs 1999).”
Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be Done by the Universities to Prevent or Reduce it? (2013, background): “Somewhat related to this is the Australian educational researchers Paul Ramsden’s and John Biggs’s notion of the role played by learning quality (Ramsden, 2003; Biggs, 2003).”
‘I've had to swallow my pride’: help seeking and self‐esteem (2006, background): “While Yorke ( 2004 ) suggests some possible sources of theoretical inspiration, including Bandura's ( 1997 ) work on self‐efficacy and the idea of emotional intelligence (Goleman, 1996 ), as well as the more familiar constructivist approaches to learning (Biggs, 2003 ), Yorke quite rightly caution”
Academic self‐beliefs and prior knowledge as predictors of student achievement in Mathematics: a structural model (2008, background): “However, the variables included are well acknowledged entering characteristics (Biggs, 2003; Pintrich & Ruohotie, 2000; Zimmerman, 2000) of students that strongly influence their performance from the very beginning of the course.”
‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature (2016, background): “Biggs (2003) argues that it is inevitable that students will focus their effort on summative assessment and that ‘backwash’ can become positive if we align the assessment to what students should be learning.”