Identifying distinctive approaches to studying

Entwistle, Noël; Hanley, Maureen; Hounsell, Dai

doi:10.1007/bf01680525

Cited by 346 publications

(214 citation statements)

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“…In closely related research, Biggs (1984) and Entwistle, Hanley and Hounsell (1979) made distinctions between surface and deep approaches to learning. In Biggs' model, an approach to learning involved both motive and cognitive strategy components, with deep approaches being of higher quality than surface approaches (e.g., Biggs, 1987).…”

Section: Deep Learningmentioning

confidence: 99%

Framing the Features of Good-Quality Knowledge for Teachers and Students

Lawson¹,

Askell–Williams²

2012

Enhancing the Quality of Learning

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In this paper we have two concerns. First we consider the features used to describe good quality learning actions and knowledge representations. Our second concern is the need to develop students' knowledge of how to act, during teachinglearning transactions, in order to generate good quality knowledge representations.There is a convergence of views, at a broad level, about the character of good quality knowledge. Although there are frequent specifications of the features of good quality learning these discussions mostly do not build on one another so that a coherent representation of such learning is built up. There is therefore a need to consider further the characteristics of learning that are regarded as being of good quality. For this purpose we set out a framework based around six dimensions of good quality knowledge, namely, extent, well-foundedness, structure, complexity, generativity, and variety of representational format. In the final section of the chapter we advance arguments that point to the need to attend to the state of students' and teachers' knowledge about how to act, in strategic cognitive and metacognitive ways, in order to generate good quality knowledge representations.

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Section: Deep Learningmentioning

confidence: 99%

Framing the Features of Good-Quality Knowledge for Teachers and Students

Lawson¹,

Askell–Williams²

2012

Enhancing the Quality of Learning

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“…Webb (1997) has asserted that deep and surface approaches have become the 'canon for educational development ' (195). Numerous studies have been conducted looking at learning approaches as related to: study manners (Entwistle et al 1979;Morgan, Taylor, and Gibbs 1982), perceived academic quality (Richardson, Gamborg, and Hammerberg 2005;Richardson et al 2007), and potential differences among various student characteristics (Entwistle, Tait, and McCune 2000;Cuthbert 2005).…”

Section: Introductionmentioning

confidence: 99%

“…These versions generally create a view of the learner that is devoid of any history or culture, thus eliminating a key element in the construction of knowledge; 'our history and culture precede and construct our selfunderstandings, our self-consciousness' (39). Richardson (2004) has raised reliability and validity concerns about revised approaches to studying inventory (RASI) (Entwistle et al 1979) and the Student process Questionnaire (SPQ) (Biggs 1982). Reliability concerns centered on the variability in both the internal consistency of the constituent scales and test-retest consistency.…”

Section: Introductionmentioning

confidence: 99%

“…Nonetheless, in the light of a complex educational reality, this dichotic metaphor has been explicitly rejected by the addition of a third factor 'strategic' studying inventories such as the RASI (Ramsden 1979). Moreover, this metaphor is occasionally found in the research, evidenced by several studies using the RASI that reveal combinations of deep and surface factors (Entwistle et al 1979;Price, Richardson, and Jelfs 2007;Remedios and Richardson 2013).…”

Section: Introductionmentioning

confidence: 99%

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Moving beyond the deep and surface dichotomy; using Q Methodology to explore students’ approaches to studying

Godor

2016

Teaching in Higher Education

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Student learning approaches research has been built upon the notions of deep and surface learning. Despite its status as part of the educational research canon, the dichotomy of deep/surface has been critiqued as constraining the debate surrounding student learning. Additionally, issues of content validity have been expressed concerning situational and contextual differences in its interpretation. Q Methodology was used as both a research method and an analytical technique for this study and has as its aim the exploration of subjectivity. The deep/surface dichotomy was not found in this study, but rather three unique types of study approaches. Moreover, though Q Methodology, new novel combinations of statements were able emerge and thus allowing the academic discussion to move beyond the deep and surface dichotomy. ARTICLE HISTORY

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“…At the level of higher order cognitive functioning, Agor (1984Agor ( , 1989 found that some people tended to use an analytical approach, breaking a problem down into manageable parts, whereas others tended to use an intuitive approach. Individual differences have also been 42 XU found through research on learning styles in educational settings (e.g., Entwistle, Hanley, & Hounsell, 1979;Gregorc, 1982;Li & O'Boyle, 2008). In a recent review of the literature, Kozhevnikov (2007) introduced Nosal's model about individual differences at different levels of information processing.…”

mentioning

confidence: 97%

Self-Reflection, Insight, and Individual Differences in Various Language Tasks

2011

Psychol Rec

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Identifying distinctive approaches to studying

Cited by 346 publications

References 9 publications

Framing the Features of Good-Quality Knowledge for Teachers and Students

Framing the Features of Good-Quality Knowledge for Teachers and Students

Moving beyond the deep and surface dichotomy; using Q Methodology to explore students’ approaches to studying

Self-Reflection, Insight, and Individual Differences in Various Language Tasks

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