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Original Articles

What the Student Does: teaching for enhanced learning

Pages 57-75 | Published online: 01 Nov 2006

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (190)

Riley Attard, Lillian Smyth, Lara Ollis, Krisztina Valter & Alexandra L. Webb. (2023) Is it the same, socially? Fully online learning and its impacts on social identification, academic performance and confidence. Higher Education Research & Development 42:8, pages 1855-1873.
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Tarja Tuononen, Heidi Hyytinen, Katri Kleemola, Telle Hailikari & Auli Toom. (2023) Generic skills in higher education – teachers’ conceptions, pedagogical practices and pedagogical training. Teaching in Higher Education 0:0, pages 1-18.
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Phillip Dawson, Kelli Nicola-Richmond & Helen Partridge. (2023) Beyond open book versus closed book: a taxonomy of restrictions in online examinations. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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Elena Zaitseva & Anna S. Law. (2023) Questions that matter: using Q methodology to identify student priorities in module level experience. Quality in Higher Education 29:2, pages 261-278.
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Juan Fischer, Margaret Bearman, David Boud & Joanna Tai. (2023) How does assessment drive learning? A focus on students’ development of evaluative judgement. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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Kelli Nicola-Richmond, Joanna Tai & Phillip Dawson. (2023) Students’ feedback literacy in workplace integrated learning: How prepared are they?. Innovations in Education and Teaching International 60:2, pages 196-206.
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Michael H. Romanowski, Hadeel Alkhateeb & Youmen Chaaban. (2023) Problematizing constructive alignment in higher education in gulf cooperation council countries. Teaching in Higher Education 0:0, pages 1-19.
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Elisabet Sernbo, Manuela Sjöström & Anna Lena Rademaker. (2023) Developing international virtual student exchange to enhance theory-practice transfer. Social Work Education 0:0, pages 1-13.
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Tierney Kinnison, Christine Thuranira-McKeever, Ruwani Kalupahana & Ayona Silva-Fletcher. (2023) Multi-level impact of continuing professional development on Sri Lanka’s veterinary sector. Open Learning: The Journal of Open, Distance and e-Learning 38:1, pages 4-21.
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Fatemeh Shamsi Lameshkani, Hassan Soleimani, Hooshang Khoshsima & Manoochehr Jafarigohar. (2022) The effect of constructive alignment on academic writing using a virtual flipped classroom: Student learning and higher thinking. Innovations in Education and Teaching International 0:0, pages 1-14.
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Elizabeth Goode, Suzi Syme & Johanna E. Nieuwoudt. (2022) The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International 0:0, pages 1-13.
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Ayodele Ibrahim Shittu & Oluyemi Theophilus Adeosun. (2022) Learning and innovation in informal settings: The case of automobile workshops in Lagos metropolitan area. African Journal of Science, Technology, Innovation and Development 14:7, pages 1848-1863.
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Alex Shum, Luke K. Fryer, Francisco Cano, Ana Belen García Berbén & M. Carmen Pichardo-Martínez. (2022) Nature vs nurture: learning conceptions and environment as precursors to learning strategy patterns and their outcomes. Higher Education Research & Development 41:7, pages 2408-2425.
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Jinqi Xu. (2022) Memorisation is not rote learning: rethinking memorisation as an embodied practice for Chinese students. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Blaženka Divjak, Petra Žugec & Katarina Pažur Aničić. (2022) E-assessment in mathematics in higher education: a student perspective. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-23.
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Almudena de la Fuente Fernández & M. Araceli Calvo Pascual. (2022) Washback of Spanish university entrance examination on chemistry teaching in upper secondary education. Assessment in Education: Principles, Policy & Practice 29:4, pages 422-440.
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Peter Rowlett. (2022) Partially-automated individualized assessment of higher education mathematics. International Journal of Mathematical Education in Science and Technology 53:6, pages 1413-1434.
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Naomi Winstone, David Boud, Phillip Dawson & Marion Heron. (2022) From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education 47:2, pages 213-230.
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Antonella Russo, Liz Warren, Lorenzo Neri, Agnieszka Herdan & Karen Brickman. (2022) Enhancing accounting and finance students’ awareness of transferable skills in an integrated blended learning environment. Accounting Education 31:1, pages 67-91.
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Trevor Vaugh, Threase Finnegan-Kessie, Amalia White, Síofra Baker & Aldo Valencia. (2022) Introducing Strategic Design in Education (SDxE): an approach to navigating complexity and ambiguity at the micro, meso and macro layers of Higher Education Institutions. Higher Education Research & Development 41:1, pages 116-131.
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Badiossadat Hassanpour & Nil Paşaoğluları Şahin. (2021) Technology adoption in architectural design studios for educational activities. Technology, Pedagogy and Education 30:4, pages 491-509.
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Steven Boyd. (2021) The structured learning of valuation modelling. Pacific Rim Property Research Journal 27:2, pages 127-144.
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Diana Tien Irafahmi, P. John Williams & Rosemary Kerr. (2021) Written communication: the professional competency often neglected in auditing courses. Accounting Education 30:3, pages 304-324.
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Flevy Lasrado & Nandini Kaul. (2021) Designing a curriculum in light of constructive alignment: A case study analysis. Journal of Education for Business 96:1, pages 60-68.
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Martin Haigh. (2020) Curriculum design for diversity: layering assessment and teaching for learners with different worldviews. Journal of Geography in Higher Education 44:4, pages 487-511.
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Julia Valle-Noronha, Namkyu Chun & Julia De Assis B Soares. (2020) Failed expectations, successful disruptions: experimenting pattern-cutting from a student-centred learning perspective. International Journal of Fashion Design, Technology and Education 13:3, pages 238-246.
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Samrat Ghosh, Marcus Bowles & Apsara Abeysiriwardhane. (2020) Developing a methodology to investigate the correlation between seafarer students’ perception of authenticity in assessment and their achievement. Australian Journal of Maritime & Ocean Affairs 12:3, pages 138-158.
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Kjersti Karijord Smørvik & May Kristin Vespestad. (2020) Bridging marketing and higher education: resource integration, co-creation and student learning. Journal of Marketing for Higher Education 30:2, pages 256-270.
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Desireé Scholtz. (2020) Qualifications development for an unknown future. Journal of Curriculum Studies 52:3, pages 413-427.
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Pål Anders Opdal. (2020) Inside the Black Box: On the Concepts “Teaching” and “Learning” and the Connections Between Them. Scandinavian Journal of Educational Research 64:3, pages 457-470.
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Foong May Yeong, Cheen Fei Chin & Aik Ling Tan. (2020) Use of a competency framework to explore the benefits of student-generated multiple-choice questions (MCQs) on student engagement. Pedagogies: An International Journal 15:2, pages 83-105.
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Peter Kilgour, Maria Northcote, Anthony Williams & Andrew Kilgour. (2020) A plan for the co-construction and collaborative use of rubrics for student learning. Assessment & Evaluation in Higher Education 45:1, pages 140-153.
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Gloria Dall’Alba & Søren Bengtsen. (2019) Re-imagining active learning: Delving into darkness. Educational Philosophy and Theory 51:14, pages 1477-1489.
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Bobby Nisha. (2019) The pedagogic value of learning design with virtual reality. Educational Psychology 39:10, pages 1233-1254.
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Stefan Johansson & Rolf Strietholt. (2019) Globalised student achievement? A longitudinal and cross-country analysis of convergence in mathematics performance. Comparative Education 55:4, pages 536-556.
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Marianne Eliassen, Nils O. Henriksen & Siri Moe. (2019) Physiotherapy supervision of home trainers in interprofessional reablement teams. Journal of Interprofessional Care 33:5, pages 512-518.
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Stephanie Slater & Mayuko Inagawa. (2019) Bridging Cultural Divides: Role Reversal as Pedagogy. Journal of Teaching in International Business 30:3, pages 269-308.
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Astrid Schmulian & Stephen A. Coetzee. (2019) Students’ experience of team assessment with immediate feedback in a large accounting class. Assessment & Evaluation in Higher Education 44:4, pages 516-532.
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Gunnlaugur Magnússon & Johannes Rytzler. (2019) Approaching higher education with Didaktik: university teaching for intellectual emancipation. European Journal of Higher Education 9:2, pages 190-202.
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Anne F. Van Loon. (2019) Learning by doing: enhancing hydrology lectures with individual fieldwork projects. Journal of Geography in Higher Education 43:2, pages 155-180.
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Lillian Smyth, Kenneth I. Mavor & Michael J. Platow. (2019) Social identification and academic performance: integrating two existing models of tertiary student learning. Educational Psychology 39:3, pages 409-425.
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Stella Van der Wal-Maris, Douwe Beijaard, Gonny Schellings & Jeannette Geldens. (2019) Exploring changes in student teachers’ meaning-oriented learning. Journal of Education for Teaching 45:2, pages 155-168.
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Frances Miley & Andrew Read. (2019) Pragmatic postmodernism and engagement through the culture of continuous creativity. Accounting Education 28:2, pages 172-194.
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Stein Brunvand & David Hill. (2019) Gamifying your Teaching: Guidelines for Integrating Gameful Learning in the Classroom. College Teaching 67:1, pages 58-69.
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Anne Godlewska, Wanda Beyer, Scott Whetstone, Laura Schaefli, John Rose, Breah Talan, Sean Kamin-Patterson, Christopher Lamb & Melissa Forcione. (2019) Converting a large lecture class to an active blended learning class: why, how, and what we learned. Journal of Geography in Higher Education 43:1, pages 96-115.
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Tamara Van Woezik, Rob Reuzel & Jur Koksma. (2019) Exploring Open Space: A self-directed learning approach for higher education. Cogent Education 6:1.
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Andy Smidt, Penny Wheeler, Louisa Peralta & Amani Bell. (2018) Transformative and troublesome: reflective blogging for professional learning about university teaching. Reflective Practice 19:4, pages 474-489.
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Valtteri Kaartemo, Nicole Coviello & Peter Zettinig. (2018) International Entrepreneurship as an Admittance-Seeking Educational Field. Journal of Teaching in International Business 29:3, pages 185-212.
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Caroline Holden. (2018) Adapting Tinto’s framework: a model of success and failure in a Middle Eastern transnational setting. Studies in Higher Education 43:6, pages 1002-1019.
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Samrat Ghosh. (2018) Defining authentic assessment towards its achievement and implementation in seafarer education and training. Australian Journal of Maritime & Ocean Affairs 10:1, pages 54-66.
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W. S. Konijn, D. R. Essink, T. de Cock Buning & M. B. M. Zweekhorst. (2018) Flipping the classroom: an effective approach to deal with diversity at higher education. Educational Media International 55:1, pages 64-78.
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Marios Hadjianastasis. (2017) Learning outcomes in higher education: assumptions, positions and the views of early-career staff in the UK system. Studies in Higher Education 42:12, pages 2250-2266.
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Jennie Winter, Rebecca Turner, Lucy Spowart, Reema Muneer & Pauline Kneale. (2017) Evaluating academic development in the higher education sector: academic developers’ reflections on using a toolkit resource. Higher Education Research & Development 36:7, pages 1503-1514.
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Tristan McCowan. (2017) Higher education, unbundling, and the end of the university as we know it. Oxford Review of Education 43:6, pages 733-748.
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Sara Hammer. (2017) An examination of the instruction provided in Australian essay guides for students’ development of a critical viewpoint. Assessment & Evaluation in Higher Education 42:7, pages 1069-1081.
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Sang-Bin Lee. (2017) University students’ experience of ‘scale-referenced’ peer assessment for a consecutive interpreting examination. Assessment & Evaluation in Higher Education 42:7, pages 1015-1029.
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Raymond Lynch & Jennifer Hennessy. (2017) Learning to earn? The role of performance grades in higher education. Studies in Higher Education 42:9, pages 1750-1763.
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James Kite & Philayrath Phongsavan. (2017) Evaluating standards-based assessment rubrics in a postgraduate public health subject. Assessment & Evaluation in Higher Education 42:6, pages 837-849.
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Dina Zoe Belluigi & Georgina Cundill. (2017) Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science. Environmental Education Research 23:7, pages 950-971.
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Sherran Clarence. (2017) Surfing the waves of learning: enacting a Semantics analysis of teaching in a first-year Law course. Higher Education Research & Development 36:5, pages 920-933.
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Margarita Holmberg (née González Sampayo)Jonte Bernhard. (2017) University teachers’ perspectives on the role of the Laplace transform in engineering education. European Journal of Engineering Education 42:4, pages 413-428.
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Barry Mak, Chloe Lau & Alan Wong. (2017) Effects of experiential learning on students: an ecotourism service-learning course. Journal of Teaching in Travel & Tourism 17:2, pages 85-100.
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Michael McCann. (2017) Constructive alignment in economics teaching: a reflection on effective implementation. Teaching in Higher Education 22:3, pages 336-348.
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Lucie Mottier Lopez & Raphaël Pasquini. (2017) Professional controversies between teachers about their summative assessment practices: a tool for building assessment capacity. Assessment in Education: Principles, Policy & Practice 24:2, pages 228-249.
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Abdullah Almaden & Heng-Yu Ku. (2017) Analyzing the curricula of doctor of philosophy in educational technology-related programs in the United States. Educational Media International 54:2, pages 112-128.
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Dona Whiley, Bradd Witt, R. M. Colvin, Rodolfo Sapiains Arrue & Julius Kotir. (2017) Enhancing critical thinking skills in first year environmental management students: a tale of curriculum design, application and reflection. Journal of Geography in Higher Education 41:2, pages 166-181.
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Tricia Bertram Gallant. (2017) Academic Integrity as a Teaching & Learning Issue: From Theory to Practice. Theory Into Practice 56:2, pages 88-94.
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Maaret Varunki, Nina Katajavuori & Liisa Postareff. (2017) First-year students’ approaches to learning, and factors related to change or stability in their deep approach during a pharmacy course. Studies in Higher Education 42:2, pages 331-353.
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Simon Cavenett. (2017) Authentically enhancing the learning and development environment. Australasian Journal of Engineering Education 22:1, pages 39-53.
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Björn Remneland Wikhamn. (2017) Challenges of adopting constructive alignment in action learning education. Action Learning: Research and Practice 14:1, pages 18-28.
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Claire Englund, Anders D. Olofsson & Linda Price. (2017) Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development 36:1, pages 73-87.
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Elana Curtis, Erena Wikaire, Yannan Jiang, Louise McMillan, Robert Loto, Sonia Fonua, Rowan Herbert, Melissa Hori, Teri Ko, Rochelle Newport, David Salter, Janine Wiles, Airini & Papaarangi Reid. (2017) Open to critique: predictive effects of academic outcomes from a bridging/foundation programme on first-year degree-level study. Assessment & Evaluation in Higher Education 42:1, pages 151-167.
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Harmen Schaap, Marieke van der Schaaf & Elly de Bruijn. (2017) Interactions in vocational education: negotiation of meaning of students and teaching strategies. Studies in Continuing Education 39:1, pages 52-70.
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Jeremy Tasch & Weiwei C. Tasch. (2016) Redesigning Physical Geography 101: bringing students into the discussion. Journal of Geography in Higher Education 40:4, pages 565-584.
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Harri Jaskari & Minna-Maarit Jaskari. (2016) Critical Success Factors in Teaching Strategic Sales Management: Evidence From Client-Based Classroom and Web-Based Formats. Marketing Education Review 26:3, pages 171-185.
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Bick Har Lam & Kwok Tung Tsui. (2016) Curriculum mapping as deliberation – examining the alignment of subject learning outcomes and course curricula. Studies in Higher Education 41:8, pages 1371-1388.
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Jessica Steur, Ellen Jansen & Adriaan Hofman. (2016) The influence of curriculum on master’s students’ perceived abilities in four domains of graduateness. Research in Post-Compulsory Education 21:3, pages 214-228.
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Ali Al-Maktoumi, Said Al-Ismaily & Anvar Kacimov. (2016) Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment. Journal of Geography in Higher Education 40:3, pages 321-339.
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Katrin Schüttpelz-Brauns, Elisabeth Narciss, Claudia Schneyinck, Klaus Böhme, Peter Brüstle, Ulrike Mau-Holzmann, Maria Lammerding-Koeppel & Udo Obertacke. (2016) Twelve tips for successfully implementing logbooks in clinical training. Medical Teacher 38:6, pages 564-569.
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James Brunton, Mark Brown, Eamon Costello & Elaine Walsh. (2016) Designing and developing a programme-focused assessment strategy: a case study. Open Learning: The Journal of Open, Distance and e-Learning 31:2, pages 176-187.
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Bernt Arne Bertheussen & Øystein Myrland. (2016) Relation between academic performance and students' engagement in digital learning activities. Journal of Education for Business 91:3, pages 125-131.
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Beatrice Lok, Carmel McNaught & Kenneth Young. (2016) Criterion-referenced and norm-referenced assessments: compatibility and complementarity. Assessment & Evaluation in Higher Education 41:3, pages 450-465.
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Wes Maciejewski & Sandra Merchant. (2016) Mathematical tasks, study approaches, and course grades in undergraduate mathematics: a year-by-year analysis. International Journal of Mathematical Education in Science and Technology 47:3, pages 373-387.
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Bernadette Knewstubb. (2016) The learning–teaching nexus: modelling the learning–teaching relationship in higher education. Studies in Higher Education 41:3, pages 525-540.
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Jessica Steur, Ellen Jansen & Adriaan Hofman. (2016) Towards graduateness: exploring academic intellectual development in university master’s students. Educational Research and Evaluation 22:1-2, pages 6-22.
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Monique de Bruijn-Smolders, Caroline F. Timmers, Jason C.L. Gawke, Wouter Schoonman & Marise Ph. Born. (2016) Effective self-regulatory processes in higher education: research findings and future directions. A systematic review. Studies in Higher Education 41:1, pages 139-158.
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Marge Täks, Päivi Tynjälä & Hasso Kukemelk. (2016) Engineering students’ conceptions of entrepreneurial learning as part of their education. European Journal of Engineering Education 41:1, pages 53-69.
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Niyi Awofeso, Moustafa Hassan & Samer Hamidi. (2016) Individual and collaborative technology-mediated learning using question & answer online discussion forums – perceptions of Public Health learners in Dubai, UAE. Open Learning: The Journal of Open, Distance and e-Learning 31:1, pages 54-63.
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Jostein Langstrand, Peter Cronemyr & Bozena Poksinska. (2015) Practise what you preach: quality of education in education on quality. Total Quality Management & Business Excellence 26:11-12, pages 1202-1212.
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S. Brooman, S. Darwent & A. Pimor. (2015) The student voice in higher education curriculum design: is there value in listening?. Innovations in Education and Teaching International 52:6, pages 663-674.
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Tracey McDowall, Beverley Jackling & Riccardo Natoli. (2015) Relationships between Vocational Interests and Learning Approaches to Advance the Quality of Student Learning in Accounting. Accounting Education 24:6, pages 498-513.
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Diana Quinn, Amie Albrecht, Brian Webby & Kevin White. (2015) Learning from experience: the realities of developing mathematics courses for an online engineering programme. International Journal of Mathematical Education in Science and Technology 46:7, pages 991-1003.
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E.J.H. Spelt, P.A. Luning, M.A.J.S. van Boekel & M. Mulder. (2015) Constructively aligned teaching and learning in higher education in engineering: what do students perceive as contributing to the learning of interdisciplinary thinking?. European Journal of Engineering Education 40:5, pages 459-475.
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Jennifer M. Case. (2015) Emergent interactions: rethinking the relationship between teaching and learning. Teaching in Higher Education 20:6, pages 625-635.
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Pamela Roberts. (2015) Higher education curriculum orientations and the implications for institutional curriculum change. Teaching in Higher Education 20:5, pages 542-555.
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Fiona L. Bird & Robyn Yucel. (2015) Feedback codes and action plans: building the capacity of first-year students to apply feedback to a scientific report. Assessment & Evaluation in Higher Education 40:4, pages 508-527.
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Peter Howie & Richard Bagnall. (2015) A critical comparison of transformation and deep approach theories of learning. International Journal of Lifelong Education 34:3, pages 348-365.
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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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Lillian Smyth, Kenneth I. Mavor, Michael J. Platow, Diana M. Grace & Katherine J. Reynolds. (2015) Discipline social identification, study norms and learning approach in university students. Educational Psychology 35:1, pages 53-72.
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Christine Yap, Suzanne Ryan & Jackie Yong. (2014) Challenges Facing Professional Accounting Education in a Commercialised Education Sector. Accounting Education 23:6, pages 562-581.
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K.C. Lucas, S.M. Dippenaar & P.H. Du Toit. (2014) Analysis of assessment practice and subsequent performance of third year level students in natural sciences. Africa Education Review 11:4, pages 563-583.
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Jesus Alcoba. (2014) Strategic Alignment in Business Education: The Second Magic Bullet. Journal of Education for Business 89:3, pages 119-125.
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Danielle S. Rudes, Shannon Portillo, Lincoln B. Sloas & Kirsten Hutzell. (2014) Students as Scholars & Writers: Teaching & Assessing Undergraduate Writing in a Capstone Course. Journal of Criminal Justice Education 25:1, pages 54-68.
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Aldys Tan, Bikram Chatterjee & Susan Bolt. (2014) The Rigour of IFRS Education in the USA: Analysis, Reflection and Innovativeness. Accounting Education 23:1, pages 54-70.
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Renske A. M. De Kleijn, Rianne A. M. Bouwmeester, Magda M. J. Ritzen, Stephan P. J. Ramaekers & Harold V. M. Van Rijen. (2013) Students’ motives for using online formative assessments when preparing for summative assessments. Medical Teacher 35:12, pages e1644-e1650.
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Rianne A.M. Bouwmeester, Renske A.M. de Kleijn, Astrid W.M. Freriksen, Maarten G. van Emst, Rob J. Veeneklaas, Maggy J.W. van Hoeij, Matty Spinder, Magda J. Ritzen, Olle Th.J. ten Cate & Harold V.M. van Rijen. (2013) Online formative tests linked to microlectures improving academic achievement. Medical Teacher 35:12, pages 1044-1046.
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Jane Coffee, Rose Boucaut & Steve Milanese. (2013) Contemplating change: a focus on manual handling in higher education. Physical Therapy Reviews 18:6, pages 452-457.
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Michelle Overman, Jan D. Vermunt, Paulien C. Meijer, Astrid M.W. Bulte & Mieke Brekelmans. (2013) Textbook Questions in Context-Based and Traditional Chemistry Curricula Analysed from a Content Perspective and a Learning Activities Perspective. International Journal of Science Education 35:17, pages 2954-2978.
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Sarah R. Chipperfield. (2013) Self-preservation and the individualisation of risk in university-based foundation course students. Journal of Further and Higher Education 37:5, pages 623-642.
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Evangelia Karagiannopoulou & Fotios S. Milienos. (2013) Exploring the relationship between experienced students' preference for open- and closed-book examinations, approaches to learning and achievement. Educational Research and Evaluation 19:4, pages 271-296.
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Rose Quan, Joanne Smailes & Walter Fraser. (2013) The transition experiences of direct entrants from overseas higher education partners into UK universities. Teaching in Higher Education 18:4, pages 414-426.
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Beatrice Tucker, Beverley Oliver & Ritu Gupta. (2013) Validating a teaching survey which drives increased response rates in a unit survey. Teaching in Higher Education 18:4, pages 427-439.
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Elizabeth D. Baldwin, Tracy L. Mainieri & Robert Brookover. (2013) The EDGE of Learning. SCHOLE: A Journal of Leisure Studies and Recreation Education 28:1, pages 64-77.
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Helen Larkin & Ben Richardson. (2013) Creating high challenge/high support academic environments through constructive alignment: student outcomes. Teaching in Higher Education 18:2, pages 192-204.
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Kathy L. Schuh, Yi-Lung Kuo & Tawnya L. Knupp. (2013) Middle Grades Students’ Situation Definitions: Development of a Knowledge-Linking Inventory. RMLE Online 37:2, pages 1-19.
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Karen van der Merwe & Werner Nell. (2013) Knowledge and Learning: Views of a Sample of South African Higher Education Students. Journal of Psychology in Africa 23:1, pages 61-67.
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Jacqueline L. Kenney. (2012) Getting results: small changes, big cohorts and technology. Higher Education Research & Development 31:6, pages 873-889.
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Kylie Budge & Keith Cowlishaw. (2012) Student and teacher perceptions of learning and teaching: a case study. Journal of Further and Higher Education 36:4, pages 549-565.
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Erika Löfström. (2012) Students' Ethical Awareness and Conceptions of Research Ethics. Ethics & Behavior 22:5, pages 349-361.
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Deborah Peel. (2012) Pushing the Envelope of Built Environment Education?. Journal for Education in the Built Environment 7:1, pages 1-7.
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Päivi Kinnunen & Beth Simon. (2012) Phenomenography and grounded theory as research methods in computing education research field. Computer Science Education 22:2, pages 199-218.
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Anthony J. O'Sullivan, Peter Harris, Chris S. Hughes, Susan M. Toohey, Chinthaka Balasooriya, Gary Velan, Rakesh K. Kumar & H. Patrick McNeil. (2012) Linking assessment to undergraduate student capabilities through portfolio examination. Assessment & Evaluation in Higher Education 37:3, pages 379-391.
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Marcel Bogers & Henrik Sproedt. (2012) Playful Collaboration (or Not): Using a Game to Grasp the Social Dynamics of Open Innovation in Innovation and Business Education. Journal of Teaching in International Business 23:2, pages 75-97.
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RhiannanC. Horton, TamsinL. Kelly, ClaireE. Lenehan, Chris Lennard, SimonW. Lewis, KieranF. Lim, Claude Roux & DanielC. Southam. (2012) Assessing Students’ Attitudes Toward Forensic Science: Collecting an Expert Consensus. Forensic Science Policy & Management: An International Journal 3:4, pages 180-188.
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Katrina Nordstrom & Päivi Korpelainen. (2011) Creativity and inspiration for problem solving in engineering education. Teaching in Higher Education 16:4, pages 439-450.
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Ana-Maria Bliuc, Robert A. Ellis, Peter Goodyear & Daniela Muntele Hendres. (2011) The role of social identification as university student in learning: relationships between students’ social identity, approaches to learning, and academic achievement. Educational Psychology 31:5, pages 559-574.
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Paul Whitla. (2011) Integrating Ethics into International Business Teaching: Challenges and Methodologies in the Greater China Context. Journal of Teaching in International Business 22:3, pages 168-184.
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Matthew Tonts. (2011) Using problem-based learning in large undergraduate fieldwork classes: an Australian example. International Research in Geographical and Environmental Education 20:2, pages 105-119.
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Zsuzsanna Szabo & Jonathan Schwartz. (2011) Learning methods for teacher education: the use of online discussions to improve critical thinking. Technology, Pedagogy and Education 20:1, pages 79-94.
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DanielJ. Exeter, Shanthi Ameratunga, Matiu Ratima, Susan Morton, Martin Dickson, Dennis Hsu & Rod Jackson. (2010) Student engagement in very large classes: the teachers’ perspective. Studies in Higher Education 35:7, pages 761-775.
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Jason Dittmer. (2010) Immersive virtual worlds in university-level human geography courses. International Research in Geographical and Environmental Education 19:2, pages 139-154.
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Richard Bailey & Mark Garner. (2010) Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices. Teaching in Higher Education 15:2, pages 187-198.
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Nicole Therese Moulding. (2010) Intelligent design: student perceptions of teaching and learning in large social work classes. Higher Education Research & Development 29:2, pages 151-165.
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D. Royce Sadler. (2009) Grade integrity and the representation of academic achievement. Studies in Higher Education 34:7, pages 807-826.
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Frances Miley. (2009) The storytelling project: innovating to engage students in their learning. Higher Education Research & Development 28:4, pages 357-369.
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Anders Berglund, Anna Eckerdal, Arnold Pears, Philip East, Päivi Kinnunen, Lauri Malmi, Robert McCartney, Jan-Erik Moström, Laurie Murphy, Mark Ratcliffe, Carsten Schulte, Beth Simon, Ioanna Stamouli & Lynda Thomas. (2009) Learning computer science: perceptions, actions and roles. European Journal of Engineering Education 34:4, pages 327-338.
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Florian Aubke. (2009) Relating Cognitive Preferences to Study Approaches of Hospitality and Tourism Students. Journal of Teaching in Travel & Tourism 9:1-2, pages 81-103.
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Jennifer Davida Stacey & S. Granville. (2009) Entering the conversation: reaction papers in advanced academic literacy. Teaching in Higher Education 14:3, pages 327-339.
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