Jan H F Meyer
Biographic Data
| ID | 3656471 |
|---|---|
| NAME | Jan H F Meyer |
| GIVEN NAMES | Jan H F |
| FAMILY NAME | Meyer |
| SIGNATURE | MEYER J H F |
| AFFILIATIONS | University of Cape Town |
| ORCID | 0009-0002-8248-4469 |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 4 |
Threshold Concepts within the Disciplines
Overcoming Barriers to Student Understanding
The Approaches to Teaching Inventory: A critique of its development and applicability
Background. The Approaches to Teaching Inventory (ATI) is structured as two main scales, reflecting a teacher-centred information-transmission approach versus a student-centred conceptual-change approach, each subdivided into intention and strategy subscales. Its use in higher education investigations is increasing and, by default, it is assuming an operational definition of variation in 'approaches to teaching'. However, the ATI's conceptual fou…
Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning
Dissonant Forms of 'Memorising' and 'Repetition
The present study examines the phenomenon of dissonant forms of memorising and repetition from both location and structural perspectives. Attention is drawn to clear evidence that supports, in particular, an argument in favour of gender-response differences in both location and structural dissonance. The study also illustrates how the isolation of dissonant response patterns may be approached analytically, especially in terms of using selected st…
Variation in contrasting forms of ‘ memorising’ and associated observables
Background. There is a posited conceptual distinction in the student learning literature in higher education between contrasting forms of ‘ memorising’: as a process of rehearsal which is usually equated with rote learning, and as a process of committing to memory material that in two separate senses is temporally either ‘ understood’ before or after the event. Aims. The present study reports on the operationalisation of these contrasting forms o…
Evaluating the quality of student learning. II-Study orchestration and the curriculum
The present study describes how a qualitative evaluation of student learning was carried out in the context of a four-year undergraduate curriculum in occupational therapy. The evaluation of student learning was based on the concept of study orchestration—a term recently introduced in the research literature to capture the contextualised response of approaches to studying at an individual level. The present study illuminates how the application o…
Evaluating the quality of student learning. I-An unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level
This study investigates the association between students' perceptions of learning context and approaches to studying at an individual level. The emphasis of this study thus focuses on individual student differences and, in order to facilitate the analyses presented, a statistical procedure (multidimensional unfolding analysis) has been introduced that is new to educational research of this nature. This procedure is described in non-technical term…
Guess Who's Coming to Dinner This Time: A Study of Gay Intimate Relationships and the Support of Those Relationships
The need to "couple," to have that special person with whom we share not only sexual intimacy but a past, present, and future, is not limited to the "straight" world. Raised by heterosexual parents, gays (male homosexuals) desire that same type of intimacy. Given that intimate relationships provide a very necessary function for the larger community of heterosexuals, those relationships should provide the same function for gays. This paper examine…
Approaches to studying and course perceptions using the Lancaster inventory-A comparative study
The aim of this study was to explore the association between perceived contextual factors and students's approaches to studying using the two instruments developed for this purpose by Noel Entwistle & Paul Ramsden: the Approaches to Studying Inventory (ASI) and the Course Perceptions Questionnaire (CPQ). These were administered to 1194 English-speaking students at the Cape Technikon. Alpha factor analysis of the 24 summated subscales of the two i…
Approaches to studying and course perceptions using the Lancaster inventory-A comparative study
The aim of this study was to explore the association between perceived contextual factors and students's approaches to studying using the two instruments developed for this purpose by Noel Entwistle & Paul Ramsden: the Approaches to Studying Inventory (ASI) and the Course Perceptions Questionnaire (CPQ). These were administered to 1194 English-speaking students at the Cape Technikon. Alpha factor analysis of the 24 summated subscales of the two i…
Evaluating the quality of student learning. I-An unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level
This study investigates the association between students' perceptions of learning context and approaches to studying at an individual level. The emphasis of this study thus focuses on individual student differences and, in order to facilitate the analyses presented, a statistical procedure (multidimensional unfolding analysis) has been introduced that is new to educational research of this nature. This procedure is described in non-technical term…
Dissonant Forms of 'Memorising' and 'Repetition
The present study examines the phenomenon of dissonant forms of memorising and repetition from both location and structural perspectives. Attention is drawn to clear evidence that supports, in particular, an argument in favour of gender-response differences in both location and structural dissonance. The study also illustrates how the isolation of dissonant response patterns may be approached analytically, especially in terms of using selected st…
Variation in contrasting forms of ‘ memorising’ and associated observables
Background. There is a posited conceptual distinction in the student learning literature in higher education between contrasting forms of ‘ memorising’: as a process of rehearsal which is usually equated with rote learning, and as a process of committing to memory material that in two separate senses is temporally either ‘ understood’ before or after the event. Aims. The present study reports on the operationalisation of these contrasting forms o…
The Approaches to Teaching Inventory: A critique of its development and applicability
Background. The Approaches to Teaching Inventory (ATI) is structured as two main scales, reflecting a teacher-centred information-transmission approach versus a student-centred conceptual-change approach, each subdivided into intention and strategy subscales. Its use in higher education investigations is increasing and, by default, it is assuming an operational definition of variation in 'approaches to teaching'. However, the ATI's conceptual fou…
Evaluating the quality of student learning. II-Study orchestration and the curriculum
The present study describes how a qualitative evaluation of student learning was carried out in the context of a four-year undergraduate curriculum in occupational therapy. The evaluation of student learning was based on the concept of study orchestration—a term recently introduced in the research literature to capture the contextualised response of approaches to studying at an individual level. The present study illuminates how the application o…
Guess Who's Coming to Dinner This Time: A Study of Gay Intimate Relationships and the Support of Those Relationships
The need to "couple," to have that special person with whom we share not only sexual intimacy but a past, present, and future, is not limited to the "straight" world. Raised by heterosexual parents, gays (male homosexuals) desire that same type of intimacy. Given that intimate relationships provide a very necessary function for the larger community of heterosexuals, those relationships should provide the same function for gays. This paper examine…
Approaches to studying and course perceptions using the Lancaster inventory-A comparative study
The aim of this study was to explore the association between perceived contextual factors and students's approaches to studying using the two instruments developed for this purpose by Noel Entwistle & Paul Ramsden: the Approaches to Studying Inventory (ASI) and the Course Perceptions Questionnaire (CPQ). These were administered to 1194 English-speaking students at the Cape Technikon. Alpha factor analysis of the 24 summated subscales of the two i…
Evaluating the quality of student learning. I-An unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level
This study investigates the association between students' perceptions of learning context and approaches to studying at an individual level. The emphasis of this study thus focuses on individual student differences and, in order to facilitate the analyses presented, a statistical procedure (multidimensional unfolding analysis) has been introduced that is new to educational research of this nature. This procedure is described in non-technical term…
Evaluating the quality of student learning. II-Study orchestration and the curriculum
The present study describes how a qualitative evaluation of student learning was carried out in the context of a four-year undergraduate curriculum in occupational therapy. The evaluation of student learning was based on the concept of study orchestration—a term recently introduced in the research literature to capture the contextualised response of approaches to studying at an individual level. The present study illuminates how the application o…
Variation in contrasting forms of ‘ memorising’ and associated observables
Background. There is a posited conceptual distinction in the student learning literature in higher education between contrasting forms of ‘ memorising’: as a process of rehearsal which is usually equated with rote learning, and as a process of committing to memory material that in two separate senses is temporally either ‘ understood’ before or after the event. Aims. The present study reports on the operationalisation of these contrasting forms o…
Dissonant Forms of 'Memorising' and 'Repetition
The present study examines the phenomenon of dissonant forms of memorising and repetition from both location and structural perspectives. Attention is drawn to clear evidence that supports, in particular, an argument in favour of gender-response differences in both location and structural dissonance. The study also illustrates how the isolation of dissonant response patterns may be approached analytically, especially in terms of using selected st…
Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning
Overcoming Barriers to Student Understanding
The Approaches to Teaching Inventory: A critique of its development and applicability
Background. The Approaches to Teaching Inventory (ATI) is structured as two main scales, reflecting a teacher-centred information-transmission approach versus a student-centred conceptual-change approach, each subdivided into intention and strategy subscales. Its use in higher education investigations is increasing and, by default, it is assuming an operational definition of variation in 'approaches to teaching'. However, the ATI's conceptual fou…
Threshold Concepts within the Disciplines
Psychology (9 works) · Evaluation of Teaching Practices (7 works) · Epistemology (5 works) · Social Psychology (4 works) · Sociology (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Educational Environments and Student Outcomes (3 works) · Learning Styles and Cognitive Differences (3 works) · Mathematics education (3 works)