Citations (39)
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Douglas Mitchell, Emma W. Laurie, Richard D. Williams, Kirstie A. Fryirs, Gary J. Brierley & Pamela L.M. Tolentino. (2024) Developing an equitable agenda for international capacity strengthening courses: environmental pedagogies and knowledge co-production in the Philippines. Journal of Geography in Higher Education 48:2, pages 281-311.
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Tianxin Li, Gavin T. L. Brown & Eleanor Hawe. (2023) The tension between impression management and learning: examining the impact of Chinese students’ academic integrity perceptions on self-assessment intentions. Assessment & Evaluation in Higher Education 48:8, pages 1371-1384.
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Randolph Nsor-Ambala. (2021) Learning approaches: a comparison between ‘mature’ and ‘conventional’ business students. Journal of Further and Higher Education 45:8, pages 1013-1032.
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Pauline Card & Huw Thomas. (2018) Student housing as a learning space. Journal of Geography in Higher Education 42:4, pages 573-587.
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Xulin Guo, Kara Loy & Ryan Banow. (2018) Can first-year undergraduate geography students do individual research?. Journal of Geography in Higher Education 42:3, pages 412-426.
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Jennifer Ferreira. (2018) Facilitating the transition: doing more than bridging the gap between school and university geography. Journal of Geography in Higher Education 42:3, pages 372-383.
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Katie Szkornik. (2017) Teaching and learning on a transnational education programme: opportunities and challenges for flying faculty in Geography and related disciplines. Journal of Geography in Higher Education 41:4, pages 521-531.
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Schalk Raath & Aubrey Golightly. (2017) Geography Education Students' Experiences with a Problem-Based Learning Fieldwork Activity. Journal of Geography 116:5, pages 217-225.
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Jasper Knight & Kirsten Robinson. (2017) What is Geography? Perceptions of first year undergraduates in South Africa. Journal of Geography in Higher Education 41:2, pages 230-245.
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Daniel A. Friess, Grahame J. H. Oliver, Michelle S. Y. Quak & Annie Y. A. Lau. (2016) Incorporating “virtual” and “real world” field trips into introductory geography modules. Journal of Geography in Higher Education 40:4, pages 546-564.
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Karen Murphy & Shane Barry. (2016) Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations. Assessment & Evaluation in Higher Education 41:2, pages 213-227.
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Aubrey Golightly & Schalk Raath. (2015) Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education. Journal of Geography 114:2, pages 58-68.
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Janet Speake. (2015) Navigating our way through the research-teaching nexus. Journal of Geography in Higher Education 39:1, pages 131-142.
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Ian C. Fuller, Antony Mellor & Jane A. Entwistle. (2014) Combining research-based student fieldwork with staff research to reinforce teaching and learning. Journal of Geography in Higher Education 38:3, pages 383-400.
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Nancy Worth. (2014) Student-focused assessment criteria: thinking through best practice. Journal of Geography in Higher Education 38:3, pages 361-372.
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Alexander Häfner, Verena Oberst & Armin Stock. (2014) Avoiding procrastination through time management: an experimental intervention study. Educational Studies 40:3, pages 352-360.
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Alexander Häfner, Armin Stock, Lydia Pinneker & Sabine Ströhle. (2014) Stress prevention through a time management training intervention: an experimental study. Educational Psychology 34:3, pages 403-416.
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Michael J. Richardson & Simon Tate. (2013) Improving the transition to university: introducing student voices into the formal induction process for new geography undergraduates. Journal of Geography in Higher Education 37:4, pages 611-618.
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Simon Tate & Jon Swords. (2013) Please mind the gap: students' perspectives of the transition in academic skills between A-level and degree-level geography. Journal of Geography in Higher Education 37:2, pages 230-240.
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Jacques van der Meer, Ellen Jansen & Marjolein Torenbeek. (2010) ‘It’s almost a mindset that teachers need to change’: first‐year students’ need to be inducted into time management. Studies in Higher Education 35:7, pages 777-791.
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MagdeleineD.N. Lew, W.A.M. Alwis & HenkG. Schmidt. (2010) Accuracy of students' self‐assessment and their beliefs about its utility. Assessment & Evaluation in Higher Education 35:2, pages 135-156.
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RobertA. Francis. (2008) An investigation into the receptivity of undergraduate students to assessment empowerment. Assessment & Evaluation in Higher Education 33:5, pages 547-557.
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David Tulloch & Elizabeth Graff. (2008) Green Map Exercises as an Avenue for Problem-Based Learning in a Data-Rich Environment. Journal of Geography 106:6, pages 267-276.
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David Gijbels & Filip Dochy. (2006) Students’ assessment preferences and approaches to learning: can formative assessment make a difference?. Educational Studies 32:4, pages 399-409.
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Christopher J. Keylock. (2006) Reforming AS/A2 Physical Geography to Enhance Geographic Scholarship. Geography 91:3, pages 272-279.
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Ian Scott, Ian Fuller & Steve Gaskin. (2006) Life without Fieldwork: Some Lecturers' Perceptions of Geography and Environmental Science Fieldwork. Journal of Geography in Higher Education 30:1, pages 161-171.
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James Elander, Katherine Harrington, Lin Norton, Hannah Robinson & Pete Reddy. (2006) Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education 31:1, pages 71-90.
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Graham Thompson, Alan Pilgrim & Kristy Oliver. (2005) Self-assessment and Reflective Learning for First-year University Geography Students: A Simple Guide or Simply Misguided?. Journal of Geography in Higher Education 29:3, pages 403-420.
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Craig Jeffrey. (2003) Bridging the Gulf between Secondary School and University-level Geography Teachers: Reflections on organising a UK teachers' conference. Journal of Geography in Higher Education 27:2, pages 201-215.
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Sarah Maguire. (2001) Teaching Geography to Non-traditional Students: Inducting, nurturing and retaining them. Journal of Geography in Higher Education 25:2, pages 233-240.
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Articles from other publishers (9)
Maryam Malekigorji & Taher Hatahet. (2020) Classroom Response System in a Super-Blended Learning and Teaching Model: Individual or Team-Based Learning?. Pharmacy 8:4, pages 197.
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Iryna Nikolayeva, Amel Yessad, Bertrand Laforge & Vanda Luengo. 2020. Addressing Global Challenges and Quality Education. Addressing Global Challenges and Quality Education
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Francesca Chiesi, Caterina Primi, Ayse Aysin Bilgin, Maria Virginia Lopez, Maria del Carmen Fabrizio, Sitki Gozlu & Nguyen Minh Tuan. (2015) Measuring University Students’ Approaches to Learning Statistics. Journal of Psychoeducational Assessment 34:3, pages 256-268.
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Alexander Häfner, Armin Stock & Verena Oberst. (2014) Decreasing students’ stress through time management training: an intervention study. European Journal of Psychology of Education 30:1, pages 81-94.
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Rebecca Walker, Rachel Spronken-Smith, Carol Bond, Fiona McDonald, John Reynolds & Anna McMartin. (2009) The impact of curriculum change on health sciences first year students’ approaches to learning. Instructional Science 38:6, pages 707-722.
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Janet E Dyke, Wendy K Gidman, Sarah E Wilson & Gordon Becket. (2009) Personal development planning: First-year Master of Pharmacy students' engagement with, and attitudes towards, reflective self-assessment. International Journal of Pharmacy Practice 17:1, pages 61-66.
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Katrien Struyven, Filip Dochy, Steven Janssens & Sarah Gielen. (2008) Students’ experiences with contrasting learning environments: The added value of students’ perceptions. Learning Environments Research 11:2, pages 83-109.
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Katrien Struyven, Filip Dochy, Steven Janssens & Sarah Gielen. (2006) On the dynamics of students' approaches to learning: The effects of the teaching/learning environment. Learning and Instruction 16:4, pages 279-294.
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Catherine Hui Min Lee, Yuk Wing Cheng, Shri Rai & Arnold Depickere. (2005) What affect student cognitive style in the development of hypermedia learning system?. Computers & Education 45:1, pages 1-19.
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