Enhancing the quality of learning : dispositions, instruction, and learning processes /
edited by John R. Kirby, Queen's University; Michael J. Lawson, Flinders University.
- Cambridge : Cambridge University Press, 2012.
Includes bibliographical references and indexes.
Introduction / The quality of learning at university: integrative understanding and distinctive ways of thinking / Dispositions and the quality of learning / Education for rational thought / Individual differences that affect the quality of learning in doctoral candidates / Enhancing learning through constructive alignment / Framing the features of good quality knowledge for teachers and students / Theory building and the pursuit of understanding in history, social studies, and literature / Fostering self-regulated learning by journal writing: how should instructional support be designed to promote high quality learning? / Promoting learning skills in undergraduate students / Using technology to foster meaningful learning environments / Quality learning from texts we read: what does it take? / Deeper learning in reading comprehension / Knowledge acquisition from verbal and pictorial information / Future directions / Michael J. Lawson & John R. Kirby -- Noel Entwistle -- Augusto Riveros, Stephen P. Norris, Denyse V. Hayward, & Linda M. Phillips -- Maggie M. Toplak, Richard F. West ,& Keith E. Stanovitch -- Robert H. Cantwell, Jill J. Scevak, Syd Bourke, & Allyson Holbrook -- John Biggs -- Michael J. Lawson & Helen Askell-Williams -- Carl Bereiter & Marlene Scardamalia -- Matthias N赣kles, Sandra H赢er, & Alexander Renkl -- Allyson Fiona Hadwin & Philip H. Winne -- Neil H. Schwartz & Richard Schmid -- Panayiota Kendeou & Gregory Trevors -- M. Anne Britt & Jean-Fran's Rouet -- John R. Kirby, Kate Cain, & Bozena White -- Wolfgang Schnotz, Christiane Baadte, Amy Johnson, & Christoph Mengelkam -- John R. Kirby & Michael J. Lawson. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Learning with multiple documents: component skills and their acquisition / 14. 15. 16.
'High quality learning is extensive, well integrated, deep, and supports the use of knowledge in new situations that require adaptation of what has been learned previously. This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. The book addresses relationships between quality of learning and learners' dispositions, teaching methods, cognitive strategies, assessment and technologies that can support learning. The chapters provide theoretical analyses, reports of classroom research, and suggestions for practical application for both teachers and learners. The book will be of value to teachers at all levels of education and provides guidance for students about how to approach classroom tasks in order to develop high quality learning'--