Assessing the impact of learning environments on students' approaches to learning: comparing conventional and action learning designs

By Keithia Wilson *, Jane Fowler. 2005

252 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f168c09d58ca4c0fbb36b26e04e9d6c77a61b2e5

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Citations in the corpus

Enhancing Knowledge Transfer in Classroom Versus Online Settings: The Interplay Among Instructor, Student, Content, and Context (2009, background): “The 3P model suggests that even if a student has a preference for shallow learning, a favorable combination of presage conditions may promote deep learning (Kember et al., 2004; Wilson & Fowler, 2005).”
On the dynamics of students' approaches to learning: The effects of the teaching/learning environment (2006, background): “And also Wilson and Fowler ( 2005 ) proved that the teaching / learning environment is influencing students ' approaches to learning .”
An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches (2013, background): “Moreover, it is a general consensus that a deep approach to learning is also a desirable outcome in higher education as a deep approach to learning represents effective independent learners and appropriate goals of higher education (Wilson and Fowler 2005).”
The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education (2010, background): “Tiwari et al. 2006; Wilson & Fowler 2005 ).”
Student perspectives on how different elements of constructive alignment support active learning (2021, background): “Some students adopt the deep approach across a range of learning environments (e.g. Wilson and Fowler, 2005), and show a ‘disposition to understand for oneself’ (McCune and Entwistle, 2011).”
The extent of variability in learning strategies and students' perceptions of the learning environment (2008, background): “Although other studies (Jones, 2002; Wilson & Fowler, 2005) found differences in variability in students’ learning strategies, based on a grouping in deep and surface learners, we found in our study that variability was not related to the students’ level of deep or surface learning, but to the…”
Students’ approaches to learning and assessment preferences in a portfolio-based learning environment (2008, background): “Wilson and Fowler (2005) studied the impact of an action-based learning environment (project work, learning groups) on the approaches to learning, and found that students with a surface approach to learning adopted more deep learning strategies in an action-based learning environment than in a conve”
A Validated and Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills (2017, background): “A deep approach to learning has been shown to enhance student outcomes, such as being better able to understand academic materials (Lizzio et al., 2002; Trigwell & Prosser, 2004; Wilson & Fowler, 2005).”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “Wilson and Fowler (2005) compared the deep approaches to learning of deep and surface learners in a conventional teacher-centred course and an action learning-based course (project work, learning groups).”
Deep and surface learning in problem-based learning: a review of the literature (2015, background): “Numerous attempts have been made to optimize students’ learning in higher education towards more deep and less surface approaches by means of implementing innovative teaching methods (e.g., Struyven et al. 2006; Wilson and Fowler 2005).”
Students’ assessment preferences and approaches to learning: can formative assessment make a difference? (2006, background): “Some recent research in various fields has come up with this finding (Ramsden, 1979; Newble & Jaeger, 1983; Thomas & Bain, 1984; Wilson & Fowler, 2005).”