Individual differences in study processes and the Quality of Learning Outcomes

By J. Biggs. 1979

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Citations in the corpus

Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education (2001, background): “…shows that surface processing leads to poorly structured lowlevel outcomes and rapid forgetting, while deep processing leads to well structured highlevel outcomes and long lasting results (Marton and Säljö, 1976a, 1976b; Biggs, 1979, 1987; Watkins, 1983; Trigwell and Prosser, 1991; Shaw, 1997).”
Linking learning style preferences and ethnicity: international students studying hospitality and tourism management in Australia. (2002, background): “These stereotypes are clearly incompatible, as research has shown that students who rote learn do not demonstrate achievement, with the exception of reproducing trivial details (Biggs, 1979).”
The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay (1998, methodology): “An achieving approach as identified by Biggs (1979) was not included since achieving strategies and motives are necessarily decontextualised.”
Metacognitive Development as a Shift in Approach to Learning: An in-depth study (2002, methodology): “Deep and surface approaches to learning have been identi ed in countless studies in a diverse range of contexts (Biggs, 1979; Entwistle & Ramsden, 1983; Marton & Säljö, 1976a).”
Students at risk: Students' general study orientations and abandoning/prolonging the course of studies (2004, background): “Biggs 1979, 1993 ), but to the general personal meaning given to the university studies.”
Epistemic metacognition in context: evaluating and learning online information (2010, background): “This evidence confirms previous research indicating that a deeper approach to study in more traditional print environments is a resource in the learning processes ( Biggs 1979; Entwistle 2000; Lonka and Lindblom-Ylanne 1996).”
Are Thinking Styles and Personality Types Related? (2000, methodology): “Using the quantitative approach, Biggs (1979) added the achieving approach and Entwistle (1981) added the strategic approach.”
Thinking Styles: Their relationships with modes of thinking and academic performance (2002, background): “One major group of work in this tradition is represented by similar theories of deep- and surface-learning approaches proposed separately by Marton (1976), Biggs (1979), and Entwistle (1981). Apart from containing a variety of theories of styles, the style literature also nds itself containing dif”
Aspects and Prospects of Measuring Studying and Learning in Higher Education (2004, background): “In order to reconcile different types of research, Biggs (1993) suggested that the distinction should rather be made between the students’ approaches”
University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice (2002, methodology): “Prosser & Trigwell (1999) report an unpublished study (Ramsden et al., 1997) of a large, cross-disciplinary sample of rst-year students using a subject speci c version of the CEQ and a short form of the Study Process Questionnaire (SPQ; Biggs, 1979).”
Collective cognitive responsibility for the advancement of knowledge (2002, background): “There are indications that even among university students, many of them only have explicit strategies for memorization, lacking strategies for learning with understanding (Biggs, 1979).”