Understanding learning and teaching: The experience of higher education

By A. Duhs. 2000

111 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cff01e061f3f201f0b4b30106d841247f8ae8951

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Citations in the corpus

Evaluation of students’ attitude toward distance learning during the pandemic (Covid-19): a case study of ELTE university (2021, background): “Prosser and Trigwell (1999) also contend that students’ perceptions of the learning situation are integral to successful outcomes.”
Conceptions of learning and understanding learning at work (2004, background): “This research has found that much learning in higher education settings is far from optimal (e.g. see Bowden & Marton 1998, Prosser & Trigwell 1999).”
Student-centredness: the link between transforming students and transforming ourselves (2010, background): “…who focus on their students and their students’ learning tend to have students who focus on meaning and understanding in their studies, whilst university teachers who focus on themselves and what they are doing tend to have students who focus on reproduction’ (Prosser and Trigwell 1999, 142).”
Development and Use of the Approaches to Teaching Inventory (2004, background): “Deep and surface approaches to learning have been identified in a range of student learning activities from specific reading tasks (Marton and Säljö, 1997) to approaches to study in general (Biggs, 1987) and in all disciplines typically found in universities (Prosser and Trigwell, 1999).”
A conceptual framework for the teaching and learning of generic graduate attributes (2007, methodology): “This focus on the way the learner engages with the course reflects an awareness that the way a student learns is a function of more than just the way the teacher teaches (Prosser & Trigwell, 1999).”
Developing the Scholarship of Teaching in Higher Education: A discipline-based approach (2000, background): “Nevertheless, it seems a reasonable proposition that a good test that someone is adopting a scholarly approach to their teaching is that they attempt to apply the principles of good teaching practice, such as are outlined in Chickering and Gamson (1991) and Ramsden (1992). Within any discipline, tea”
Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1 (2005, background): “Research on student learning has shown that students adopt qualitatively different approaches to their studies, depending upon their prior experiences of studying and the particular context in which they find themselves (Marton & Säljö, 1976; Biggs, 1999; Prosser & Trigwell, 1999; Ramsden, 2003).”