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Qualitative differences in learning as a function of the learner's conception of the task
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  • 2012Variation Theory and the Improvement of Teaching and Learning139 cited
  • 1988Context and Strategy131 cited
  • 1978Students' conceptions of subject matter: An aspect of learning and teaching in higher education119 cited
  • 1986Approaches to Study of Distance Education Students96 cited
  • 1981Learning approach and outcome: Some empirical observations85 cited
  • 2007The phenomenology of ‘approach to studying’: the university student's studies within the lifeworld74 cited
  • 2003Opening dimensions of variation: An empirical study of learning in a Web-based discussion70 cited
  • 1988Strategies and Styles of Learning62 cited
  • 2011Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.61 cited
  • 2008Using concept mapping to measure learning quality60 cited
  • 1989Individual differences that affect the way students approach learning45 cited
  • 2009Cross-Cultural Understanding of Construction Project Managers’ Conceptions of Their Work38 cited
  • 1997Concepciones y enfoques de aprendizaje35 cited
  • 1979Stages, Levels, Styles or Strategies: dilemmas in the description of thinking33 cited

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  • 1983Student Learning in Higher Education32 cited
  • 1995Increasing learner-control and reflection: towards learning-to-learn in an undergraduate management accounting course28 cited