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Reconstituting approaches to learning: A response to Webb
10 references·6 citing·32 second hop
Reconstituting approaches to learning: A response to Webb (1997)Reconstituting approaches to learning: A …The Experience of Learning (2013)The Experience of LearningLearning to Teach in Higher Education (2003)Learning to Teach in Higher E…Deconstructing deep and surface: Towards a critique of phenomenography (1997)Deconstructing deep and surfa…Frameworks for understanding as experienced in essay writing and in preparing for examination (1995)Frameworks for understanding …A phenomenographic study of academics' conceptions of science learning and teaching (1994)A phenomenographic study of a…What do inventories of students' learning processes really measure? A theoretical review and clarification (1993)What do inventories of studen…Learning to Teach in Higher Education (1992)Learning to Teach in Higher E…Phenomenography ? Describing conceptions of the world around us (1981)Phenomenography ? Describing …ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)ON QUALITATIVE DIFFERENCES IN…Forms of Intellectual and Ethical Development in the College Years; A Scheme (1970)Forms of Intellectual and Eth…The Combined Effects of Classroom Teaching and Learning Strategy Use on Students’ Chemistry Self-Efficacy (2014)The Combined Effects of Class…Making the Mark: Are Grades and Deep Learning Related? (2014)Making the Mark: Are Grades a…Design Principles at the Edge of the Designable: Non-formal and Informal Learning in SMEs (2012)Design Principles at the Edge…A critique of the deep and surface approaches to learning model (2012)A critique of the deep and su…Unifying different theories of learning: theoretical framework and empirical evidence (2008)Unifying different theories o…Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance (2008)Students’ likes and dislikes …The Structure of Scientific Revolutions (1963)Discipline and Punish: The Birth of the Prison. (1978)Discipline and Punish: The Birth of the Prison. (1996)Introduction: Phenomenography in Higher Education (1997)Self-regulation in Higher Education Teacher Learning (2005)What have we been thinking of? A critical overview of 40 years of student learning research in higher education (2009)History and Class Consciousness (1923)Objective Knowledge, an Evolutionary Approach. (1973)The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F (2001)The Structure of Scientific Revolutions. (1964)Teaching For Quality Learning At University (1999)The Structure of Scientific Revolutions (2017)Using a Community of Practice approach to understand collaborative knowledge development amongst mental health nurse students and practitioners (2017)Higher education as a filter (1973)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Handbook of research on teaching (1986)Qualitative differences in approaches to teaching first year university science (1994)Changing approaches to teaching: A relational perspective (1996)Teachers’ beliefs and intentions concerning teaching in higher education (2005)Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008)Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010)What the student does: teaching for enhanced learning (2012)The Impact of Classroom Evaluation Practices on Students (1988)Measuring intercultural sensitivity: The intercultural development inventory (2003)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)Enhancing teaching through constructive alignment (1996)Problem-Based Learning: What and How Do Students Learn? (2004)The ‘digital natives’ debate: A critical review of the evidence (2008)From Theory to Practice: A Cognitive Systems Approach (1993)Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015)University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice (2002)Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough (2005)
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References

  • 2003Learning to Teach in Higher Education5,110 cited
  • 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*4,616 cited
  • 1970Forms of Intellectual and Ethical Development in the College Years; A Scheme4,197 cited
  • 1981Phenomenography ? Describing conceptions of the world around us3,269 cited
  • 1992Learning to Teach in Higher Education2,181 cited
  • 2013The Experience of Learning991 cited
  • 1993What do inventories of students' learning processes really measure? A theoretical review and clarification963 cited
  • 1994A phenomenographic study of academics' conceptions of science learning and teaching515 cited
  • 1997Deconstructing deep and surface: Towards a critique of phenomenography241 cited
  • 1995Frameworks for understanding as experienced in essay writing and in preparing for examination82 cited

Cited by

  • 2012A critique of the deep and surface approaches to learning model88 cited
  • 2008Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance73 cited
  • 2014Making the Mark: Are Grades and Deep Learning Related?68 cited
  • 2014The Combined Effects of Classroom Teaching and Learning Strategy Use on Students’ Chemistry Self-Efficacy

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64 cited
  • 2008Unifying different theories of learning: theoretical framework and empirical evidence59 cited
  • 2012Design Principles at the Edge of the Designable: Non-formal and Informal Learning in SMEs1 cited