Skip to main content
SpringerLink
Log in

Depth of processing and the quality of learning outcomes

  • Published:
Instructional Science Aims and scope Submit manuscript

Abstract

Problems associated with earlier research on the relationship between depth of processing and quality of learning outcomes are first discussed. Then I present an interview study with 60 second year tertiary students which supports the hypothesis that depth of processing is related to the quality of learning outcomes.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Biggs, J. B. (1978). “Individual and group differences in study processes”, British Journal of Educational Psychology 48: 269–279.

    Google Scholar 

  • Biggs, J. B. (1979). “Individual differences in study processes and the quality of learning outcomes”, Higher Education 8: 381–394.

    Google Scholar 

  • Biggs, J. B. and Collis, K. F. (1982) “The psychological structure of creative writing”, Australian Journal of Education 26: 59–70.

    Google Scholar 

  • Brumby, M. N. (1982). “Consistent differences in cognitive styles shown for qualitative biological problem-solving”, British Journal of Educational Psychology 52: 244–257.

    Google Scholar 

  • Entwistle, N. J. (1981). Styles of Learning and Teaching, Chichester: John Wiley and Sons.

    Google Scholar 

  • Laurillard, D. (1979). “The processes of student learning” Higher Education 8: 395–409.

    Google Scholar 

  • Marton, F. and Säl\'jö, R. (1976a). “On qualitative differences in learning, I-Outcome and process”, British Journal of Educational Psychology 46: 4–11.

    Google Scholar 

  • Marton, F. and Säl\'jö, R. (1976a). “On qualitative differences in learning, I-Outcome and function of the learner's conception of the task”, British Journal of Educational Psychology 46: 115–127.

    Google Scholar 

  • Ramsden, P. and Entwistle, N. J. (1981), “Effects of academic departments on students' approaches to studying”, British Journal of Educational Psychology 51: 368–383.

    Google Scholar 

  • Schmeck, R. R. and Grove, E. (1979). “Academic achievement and individual differences in learning processes”, Applied Psychological Measurement, 3: 43–49.

    Google Scholar 

  • Schmeck, R. R. and Phillips, J. (1983). “Levels of processing as a dimension of differences between individuals”, Human Learning (in press).

  • Watkins, D. (1982). “Identifying the study process dimensions of Australian university students”, Australian Journal of Education 26: 76–85.

    Google Scholar 

  • Watkins, D. (1983). “Assessing tertiary study processes”, Human Learning (in press).

  • Watkins, D. and Hattie, J. (1981). “The learning processes of Australian university students: Investigations of contextual and personological factors”, British Journal of Educational Psychology 51: 384–393.

    Google Scholar 

  • Watkins, D. and Morstain, B. (1980). “The educational orientations of lecturers and their students: A case study of an Australian university”, Australian Journal of Education 24: 155–163.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Office for Research in Academic Methods, Australian National University, Canberra, Australia

    David Watkins

Authors
  1. David Watkins
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Watkins, D. Depth of processing and the quality of learning outcomes. Instr Sci 12, 49–58 (1983). https://doi.org/10.1007/BF00120900

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF00120900

Keywords

Search

Navigation