The cross-over phenomenon
Unexpected Patterns of Change in Students' Approaches to Learning
Bibliographic Data
| ID | 4096498 |
|---|---|
| Authors | Chinthaka Damith Balasooriya, Chinthaka Balasooriya (0000-0003-3591-5334, UNSW Sydney, corresponding author), Susan Toohey (UNSW Sydney), Chris Hughes (0000-0002-7881-1036, UNSW Sydney) |
| Year | 2009 |
| Volume | 34 |
| Issue | 7 |
| Pages | 781-794 |
| Publication date | 2009-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070802699188 |
| OpenAlex | W2020064632 |
| Language | EN |
| Citations received | 8 |
| References cited | 12 |
A key aim of educational course design is to encourage students to adopt deeper approaches to learning. This article reports the findings of three studies that explored how medical students responded to three carefully designed educational course units. The findings suggest that, while a subgroup of the students responded by adopting deeper approaches (as intended by the designers of the course units), another subgroup responded by adopting more surface approaches. Two further subgroups displayed minimal changes in their approaches despite significant changes in their learning contexts. The finding (in all three studies) of a notable proportion of students adopting more surface approaches is of particular concern, as this could adversely affect the impact of even the most carefully designed educational program. These findings suggest that the context‐dependent nature of approaches to learning merits further investigation, as it may be more complex than previously described in the literature
Epistemology · Higher education · Mathematics education · Pedagogy · Phenomenon · Communication · Evaluation of Teaching Practices · Learning Styles and Cognitive Differences · Problem and Project Based Learning · Psychology
Using student-centred learning environments to stimulate deep approaches to learning
A Rasch analysis of the Revised Study Process Questionnaire in an Australian osteopathy student cohort
Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan
Assessing students’ development in learning approaches according to initial learning profiles
An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches
Styles of practice
Why is my design not working? The role of student factors
Labour-market orientation and approaches to studying - a study of the firstBologna Studentsat a Swedish Regional University
Understanding Student Learning (Routledge Revivals)
Learning to Teach in Higher Education
Individual differences in study processes and the Quality of Learning Outcomes
Evaluating the effectiveness of educational innovations
The Relationship Between Learning Conception, Study Strategy and Learning Outcome
On Qualitative Differences in Learning
The revised two-factor Study Process Questionnaire
Relating Approaches to Study and Quality of Learning Outcomes at the Course Level
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2010 - 2018 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |