The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework

Tormey, Roland

doi:10.1080/13562517.2013.827648

Cited by 12 publications

(6 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Finally, Biggs’ 3P model has been criticized for being outdated and oversimplified (Howie and Bagnall, 2013; Tormey, 2014). Yet, Biggs’ 3P model appears to be the most prominent learning model in higher education.…”

Section: Discussionmentioning

confidence: 99%

Sustainability in management education: a Biggs’ 3P model application

Kanashiro

Iizuka

Sousa

et al. 2020

IJSHE

View full text Add to dashboard Cite

Purpose The purpose of this paper is to assess the main factors that contribute to teaching and learning sustainability in management education (SiME), which is defined as a body of knowledge that meets the needs of both current and future generations of students. Design/methodology/approach The authors adopt the Biggs’ Presage–Process–Product (3P) learning model to guide and categorize the findings from the literature review on SiME. This study provides an overview of journal articles published between 2002 and 2017. Findings In the context of SiME, Biggs’ 3P model shows how teaching context and students’ background (presage factors) influence students’ approaches to learning, which can range from surface to deep learning (process) and result in various learning outcomes (products). Research limitations/implications The literature review may have excluded important and relevant work from the sample. Practical implications This review highlights that personal and institutional commitments are necessary to promote effective learning of sustainability. Social implications Effective learning outcomes (deep learning) in sustainability should encourage students to reflect on their personal values and behaviors and to acquire analytical skills aimed at promoting conservation and remediation of social, environmental and economic problems. Originality/value This paper provides an application of Biggs’ 3P learning model in the context of sustainability, which highlights the conditions for deep learning as critical given the complexity and urgency of addressing sustainability crises.

show abstract

Section: Discussionmentioning

confidence: 99%

Sustainability in management education: a Biggs’ 3P model application

Kanashiro

Iizuka

Sousa

et al. 2020

IJSHE

View full text Add to dashboard Cite

show abstract

“…In general a deep approach to learning was found to be associated with positive academic outcomes. This framework has also been criticized by some scholars as being 'underdeveloped' (Howie & Bagnall, 2012) or oversimplified (Tormey, 2013). Tormey suggests that the "dominance of the model in the teaching and learning in HE literature may also have prevented the development of alternative, more useful frameworks for understanding learning in higher education" (Tormey, 2013, p.1).…”

Section: Background Literature and Research Questionsmentioning

confidence: 99%

Calidad del apoyo para el aprendizaje de las matemáticas en la transición a la Universidad.

Pampaka

Hutcheson²,

Williams

2014

REDU

View full text Add to dashboard Cite

We report on the development and validation of an instrument that measures students' perceptions of 'the quality and effectiveness of the learning support' (for mathematics) during their transition to university. This is achieved through quantitative analyses of students' survey data -including some predictive modelling with the measure -complemented with insights from interview data. The construct validation of the measure was performed using the Rasch Rating Scale Model (RSM). Results include fit and category statistics and the construct hierarchy which is presented Calidad del apoyo para el aprendizaje de las matemáticas en la transición a la Universidad. Maria Pampaka Graeme Hutcheson Julian WilliamsThe University of Manchester, U.K. ResumenEste artículo muestra el desarrollo y la validación de un instrumento de medida de las percepciones de los estudiantes de secundaria acerca de, la calidad y la eficacia del apoyo para el aprendizaje de las matemáticas, en el proceso de transición a la educación superior. Para ello, se ha llevado a cabo un análisis cuantitativo de los datos obtenidos mediante un estudio de encuesta que, tomando algunos modelos de predicción, ha conjugado otros datos derivados de entrevistas. La validación de constructo de la medida se ha realizado mediante el RSM (Rating with some extracts from interview data. The paper concludes with some educational implications and examples of how this measure can be used to give substantial practical results.

show abstract

“…The mentioned statement has been however widely interpreted as 'deep and surface approaches are mutually exclusive constructs' (Kember, 1996;Tormey, 2014;Watkins & Mboya, 1997;Xie, 2014). That gives rise to a debate and criticisms that might mainly be based on 'misinterpretations', given that Biggs and colleagues consider that the same student may flip from surface to deep approaches depending on his or her perceptions of the learning environments (Biggs et al, 2001;Leung et al, 2008).…”

Section: Descriptivesmentioning

confidence: 99%

Students’ Approaches to Learning: Validating Study Processes Questionnaire for Use in Congolese Setting

Kapinga-Mutatayi¹,

Mukendi²,

Elen³

et al. 2018

JAER

View full text Add to dashboard Cite

Learning outcomes are mostly determined by students' approaches to learning (SAL). The Study Process Questionnaire (SPQ) is one of the most used instruments assessing SAL. Researchers from various contexts have either validated or used the SPQ. A few studies in African contexts have investigated its psychometrics properties or used it as such. However, none of them -to the best of our knowledge -stem from a French African context. The current paper fills this gap by exploring the reliability and the validity of the R-SPQ-2F (SPQ revised version) in a Congolese setting. In line with the original findings, the main scales (Deep and Surface) were found to be acceptably reliable whereas the subscales reliability was questioned. At the dimension level, the construct validity was confirmed though items-based analysis showed disappointing results. The results also revealed a positive correlation between both main scales. Findings are discussed for further investigations.

show abstract

The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework

Cited by 12 publications

References 37 publications

Sustainability in management education: a Biggs’ 3P model application

Sustainability in management education: a Biggs’ 3P model application

Calidad del apoyo para el aprendizaje de las matemáticas en la transición a la Universidad.

Students’ Approaches to Learning: Validating Study Processes Questionnaire for Use in Congolese Setting

Contact Info

Product

Resources

About