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Relationships between Hong Kong students’ perceptions of the learning environment and their learning patterns in post-secondary education
16 references·1 citing·49 second hop
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References

  • 1996The Chinese Learner: Cultural, Psychological, and Contextual Influences.1,456 cited
  • 2002University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice1,415 cited
  • 1991A performance indicator of teaching quality in higher education: The Course Experience Questionnaire1,291 cited
  • 2001Assessing What Really Matters to Student LearningInside The National Survey of Student Engagement1,188 cited
  • 2005Instruments for obtaining student feedback: a review of the literature780 cited
  • 2001The National Survey of Student Engagement: Conceptual framework and overview of psychometric properties702 cited
  • 2004Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations659 cited
  • 1998The regulation of constructive learning processes648 cited
  • 1997The development, validation and application of the Course Experience Questionnaire552 cited
  • 2000Misconceptions about the learning approaches, motivation and study practices of Asian students437 cited
  • 2005Relations between student learning patterns and personal and contextual factors and academic performance413 cited
  • 2001Measuring Quality and Performance in Higher Education325 cited
  • 2007Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students269 cited

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  • 2000Researching Student Learning: Approaches to Studying in Campus-Based and Distance Education219 cited
  • 2003Learning styles and academic outcome: The validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting217 cited
  • 1998Learning styles: a cross‐sectional and longitudinal study in higher education146 cited
  • Cited by

    • 2022Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning55 cited