Radiography
Volume 12, Issue 1 , Pages 34-44 , February 2006

Teaching for more effective learning: Seven maxims for practice

Received 24 November 2004 ,Accepted 22 March 2005.

References 

  1. Marton F. What does it take to learn?. In:  Entwistle N,  Hounsell D editor. How students learn. Lancaster: Institute for Research and Development in Post Compulsory Education; 1975;
  2. Marton F, Saljo R. On qualitative differences in learning – 1 outcomes and processes. British Journal of Educational Psychology. 1976;46:4–11
  3. Marton F, Saljo R. Approaches to learning. In:  Marton F,  Hounsell D,  Entwistle N editor. The experience of learning. Edinburgh: Scottish Academic; 1990;
  4. Brockbank A, McGill I. Facilitating reflective learning in higher education. Buckingham: SHRE/Open University Press; 1998;
  5. Rhem J. Deep/surface approaches to learning: an introduction. The national teaching and learning forum 5.1, 1–3. 1995;Available from: http://www.ntlf.com/html/pi/9512/download.pdf
  6. Chi MTH, Feltovich PJ, Glaser R. Categorization and representation of physics problems by experts and novices. Cognitive Science. 1981;13:145–182
  7. Chi MTH. Experts' vs Novices' Knowledge. Current Contents. 1993;42:1;Available from: http://www.garfield.library.upenn.edu/classics1993/A1993LZ47400001.pdf
  8. Combat Poverty Agency . Educational disadvantage in Ireland. Dublin. Available from: http://www.cpa.ie/downloads/publications/PovertyBriefings/Briefing_14_EducationalDisadvantage_2003.pdf2003;
  9. Biggs J. Teaching for quality learning at University. 2nd ed.. Buckingham: Society for Research into Higher Education/Open University Press; 2003;
  10. Ramsden P. Learning to teach in higher education. London: Routledge; 1992;
  11. Scouller K. The influence of assessment on student learning. Australian Association for Research in Education; 2000;Available from: http://www.aare.edu.au/00pap/sco00195.htm
  12. Attkins MJ, Beattie J, Dockrell WB. Assessment issues in higher education. London: UK Employment Department; 1993;
  13. Mayya S, Rao AK, Ramnarayan K. Learning approaches, learning difficulties and academic performance of undergraduate students of physiotherapy. The Internet Journal of Allied Health Sciences and Practice. 2004;vol. 2(4):Available from: http://ijahsp.nova.edu/articles/vol2num4
  14. Europa at, <http://europa.eu.int/comm/education/programmes/socrates/ects_en.html#5> [accessed 26 10 2004].
  15. Kember D. Interpreting student workload and the factors which shape students' perceptions of their workload. Studies in Higher Education. 2004;29.2:165–184
  16. Kember D, Leung DYP. Influences upon students' perceptions of workload. Educational Psychology. 1998;18(3):293–307
  17. Kember D, Ng S, Pomfret M, Tse H, Wong ETT. Learning approaches, study-time and academic performance. Higher Education. 1995;29:329–343
  18. Kember D, Ng S, Pomfret M, Tse H, Wong ETT. An examination of the inter-relationships between workload, study time, learning approaches and academic outcomes. Studies in Higher Education. 1996;21(3):347–358
  19. Chambers E. Workload and the quality of student learning. Studies in Higher Education. 1992;17:141–153
  20. Lehtonen J. The information society and the new competence. The American Behavioral Scientist. 1988;32:104–111
  21. Milgram S. The experience of living in cities: adaptations to urban overload create characteristic qualities of city life that can be measured. Science. 1970;167:1461–1468
  22. Buchanan J, Kock N. Information overload: a decision making perspective. Paper presented at: the XV international conference on multiple criteria decision making at the middle east technical University in Ankara, Turkey, 2000. Available from: http://www.mngt.waikato.ac.nz/depts/mnss/john/iomcdm2000_1.pdf [accessed from the World Wide Web 1.05.05].
  23. UK Higher Education Quality Council . Graduate standards programme final report. London: Higher Education Quality Council; 1997;
  24. Dearing R. Higher education in the learning society. London: UK National Committee of Inquiry into Higher Education, HMSO; 1997;[The Dearing Report]
  25. Entwistle N. The impact of teaching on learning outcomes in higher education, a literature review. Sheffield: UCoSDA/CVCP; 1992;
  26. Yorke M, Longden B. Retention and student success in higher education. Buckingham: SHRE/Open University Press; 2004;
  27. D'Andrea V. Organising, teaching and learning: outcomes-based planning. In:  Fry H,  Ketteridge S,  Marshall S editor. A handbook for teaching and learning in higher education. 2nd ed.. London: Kogan Page; 2003;
  28. Spady WG. An appeal to objective dialogue: a response to Schlafly and LaHaye. School Administrator. 1994;51:30–31
  29. Spady WG. Organising for results: the basis of authentic restructuring and reform. Educational Leadership. 1988;46:4–8
  30. Stenhouse L. An introduction to curriculum research and development. London: Heinemann; 1986;
  31. Hussey T, Smith P. The trouble with learning outcomes. Active Learning in Higher Education. 2002;3:220–233
  32. Harden RM. Developments in outcome-based education. Medical Teacher. 2002;24:117–120
  33. Rees CE. The problem with outcomes-based curricula in medical education: insights from educational theory. Medical Education. 2004;38:593–598
  34. Walker L. Guidance for writing learning outcomes. Oxford Brookes University, 2003, quoted in [27].
  35. Anderson LW, Krathwohl DR, Airasian PW, Cruikshank KA, Mayer RE, Pintrich PR, Raths J, Wittrock MC, editors. A taxonomy for learning, teaching and assessing. London: Longman; 2000.
  36. Wolf A. Competence-based assessment. Buckingham: Open University Press; 1995;
  37. Wlodkowski RJ. Enhancing adult motivation to learn: a comprehensive guide for teaching all adults. [Revised Edition] San Francisco: Jossey-Bass; 1998;
  38. Bandura A. Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; 1986;
  39. Mohl G. Innovative assessment. Available from: http://www.city.londonmet.ac.uk/deliberations/assessment/mowl_fr.html1996;
  40. Harris D, Bell C. Evaluating and assessing for learning. London: Kogan Page; 1990;
  41. Bransford J, Brown A, Cocking R. How people learn: brain, mind, experience and school. Washington DC: National Academy Press; 1999;
  42. Pintrich PR. The role of metacognitive knowledge in learning, teaching and assessing. Available from: Theory into practice. Autumn 2002;http://www.findarticles.com[accessed 23.02.05]
  43. Anderson G, Boud D, Sampson J. Learning contracts: a practical guide. London: Kogan Page; 1995;
  44. Brown S, Rust C, Gibbs G. Strategies for diversifying assessment in higher education. Oxford Centre for Staff Development; 1994;Extract available from: http://www.city.londonmet.ac.uk/deliberations/ocsd-pubs/div-ass5.html
  45. Topping K. Effective peer tutoring in further and higher education. Birmingham: SEDA; 1996;[Paper 95]
  46. Cowan J. On becoming an innovative university teacher: reflection in action. Buckingham: SHRE/Open University Press; 1998;
  47. Lowe JP. Assessment that promotes learning. Schreyer Institute for Teaching Excellence Pennsylvania State University; 2003;Available from: http://www.schreyerinstitute.psu.edu/Resources/Assessment-Learning.asp
  48. Zull JE. The art of changing the brain: enriching the practice of teaching by exploring the biology of learning. Sterling Virginia: Stylus Publishing; 2002;
  49. Renzulli LA. Connecting the classroom to county characteristics. Teaching Sociology. 2000;28(3):249–260
  50. Colbeck CL, Campbell SE, Bjorklund SA. Grouping in the dark: what college students learn from group projects. The Journal of Higher Education. 2000;71(1):60–83
  51. Kolb D. Experiential learning. Hemal Hempstead, UK: Prentice Hall; 1984;
  52. Johnston CG, James RH, Lye JN, McDonald IM. An evaluation of collaborative problem solving for learning economics. Journal of Economic Education. 2000;31(1):13–29
  53. David T, Patel L, Burdett K, Rangachari P. Problem based learning in medicine: a practical guide for students and teachers. London: RSM Press; 1999;
  54. Hannafin MJ, Hill JR, Land SM. Student-centred learning and interactive multimedia: status, issues, and implications. Contemporary Education. 1997;68(2):94–99
  55. Greenberg K. Assessing writing: theory and practice. In:  McMillan JH editors. Assessing students' learning. San Francisco: Jossey-Bass; 1998;p. 47–59
  56. Knowles MS, Holton EF, Swanson RA. The adult learner. 5th ed.. Woburn, Massachusetts: Butterworth-Heinemann; 1998;
  57. Burge EJ. Learning in computer conferenced contexts: the learners' perspective. Journal of Distance Education. 1994;9(1):19–43
  58. Brown G, Bull J, Pendlebury M. Assessing student learning in higher education. London: Routledge; 1977;
  59. Yorke M. Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. Higher Education. 2003;45(4):477–501
  60. Sadler DR. Formative assessment: revisiting the territory. Assessment in Education. 1998;5(1):77–84
  61. Hodgson J, Bermingham V. Feedback on assessment: can a better student experience of feedback be achieved by working smarter rather than working harder?. UK Centre for Legal Education; 2004;Available from: http://www.ukcle.ac.uk/research/hodgson.html
  62. Student enhanced learning through effective feedback. <http://www.heacademy.ac.uk/senlef.htm>.
  63. Juwah C, Macfarlane-Dick D, Matthew B, Nicol D, Ross D, Smith B. Enhancing student learning through effective formative feedback. UK Higher Education Academy; 2004;Available from: http://www.heacademy.ac.uk
  64. <http://www.heacademy.ac.uk/806.htm>

PII: S1078-8174(05)00050-7

doi: 10.1016/j.radi.2005.03.009

Radiography
Volume 12, Issue 1 , Pages 34-44 , February 2006

Article Tools