‘Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning

By F. Marton, Qiufang Wen, Kam-cheung Wong. 2005

120 citations recorded by the source corpus.

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A cross-cultural comparison of student learning patterns in higher education (2012, unknown): “… the need to re-‐examine some of the widely held beliefs about cross-‐cultural differences in student learning (Clark & Gieve, 2006; Kember 2000; Purdie, Hattie & Douglas, 1996; Purdie and Hattie 2002; Sach & Chan 2003; Marton, Wen, and Wong, 2005).”
Moving Beyond Paradoxes: Understanding Chinese Learners and Their Teachers (2010, background): “Other authors have focused on the Chinese conceptualization of learning (Li, 2001, 2002), memorization and understanding (Marton et al., 1997; Marton et al., 2005), the Chinese pedagogy of mathematics (Leung, 2006; Ma, 1999), and the intellectual styles of Chinese students (Zhang, 2008; Zhang & Ster”
A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward (2017, background): “Instead, for these students, the essential difference was much more between mechanical memorization and memorization to assist development in meaning (Marton et al. 2005).”