Relevant bibliographies by topics / Biggs' 3P Model

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  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic 'Biggs' 3P Model'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Biggs' 3P Model"

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Kanashiro, Patricia, Edson Sadao Iizuka, Caio Sousa, and Suzi Elen FeRReira Dias. "Sustainability in management education: a Biggs’ 3P model application." International Journal of Sustainability in Higher Education 21, no. 4 (2020): 671–84. http://dx.doi.org/10.1108/ijshe-05-2019-0176.

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Purpose The purpose of this paper is to assess the main factors that contribute to teaching and learning sustainability in management education (SiME), which is defined as a body of knowledge that meets the needs of both current and future generations of students. Design/methodology/approach The authors adopt the Biggs’ Presage–Process–Product (3P) learning model to guide and categorize the findings from the literature review on SiME. This study provides an overview of journal articles published between 2002 and 2017. Findings In the context of SiME, Biggs’ 3P model shows how teaching context
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De la Fuente, Jesús, Lucía Zapata Sevillano, Paul Sander, and María Cardelle-Elawar. "THE 3P AND DEDEPRO MODELS AS RESEARCH HEURISTIC." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (2016): 155. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.599.

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Abstract.There are different heuristics that study the teaching-learning process; in this investigation we will explore the confluence of Biggs’ 3P model and the DEDEPRO model. These two complementary models offer us a framework for the analysis of teaching-learning situations with greater specificity and a better understanding of the structure of the research studies and the variables they study. In this manner, by incorporating both the general processes of teaching and learning, as well as the specific variables that are related to them, more or less analytical studies can be developed. Big
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Rao, Zhenhui, and Lin Huang. "Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning." Applied Linguistics Review 10, no. 2 (2019): 117–36. http://dx.doi.org/10.1515/applirev-2017-0022.

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AbstractThe research reported here investigated the effects of contextual factors on Chinese students’ use of language learning strategies in English learning. The study differed from most of the previous studies on learning strategies in that the data were examined within Biggs (1993. What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63. 3–19.) 3P (Presage, Process and Product) model of learning. Using a Strategy Inventory for Language Learning (Oxford, R. L. 1990. Language learning strategies:
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Aita, Sean. "Shakespeare in Styria." Scenario: A Journal of Performative Teaching, Learning, Research VII, no. 2 (2013): 79–92. http://dx.doi.org/10.33178/scenario.7.2.6.

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This paper offers a professional theatre practitioner’s reflections on directing learners between ages of 16 and 21, and whose first language is not English, in a production of Shakespeare’s Twelfth Night in Murau, Austria, in July 2011. Drawing on links between the theatrical rehearsal and production process and John Biggs’ 3P learning model the author argues in support of performative approaches to L2 study. Suggesting that Shakespeare’s dramaturgy provides uniquely rich and varied pedagogical resources for the L2 learner, the paper presents a case for the use of theatrical performance by st
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Ganotice, Fraide A., and Lap Ki Chan. "How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model." Computers in Human Behavior 91 (February 2019): 211–19. http://dx.doi.org/10.1016/j.chb.2018.09.029.

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Carrascal Torres, Nohemí, Gustavo Alvarino Bettín, and Estela Díaz Buitrago. "Estrategias mediadas por tic para el desarrollo de enfoque de aprendizaje profundo en estudiantes universitarios." Revista Folios, no. 29 (May 29, 2017): 3. http://dx.doi.org/10.17227/01234870.29folios3.18.

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Este estudio tiene como objetivo validar estrategias mediadas por Tecnologías de la Informacióny la Comunicación, tic, para mejorar el desempeño académico en estudiantes del curso Física I,del segundo semestre del Programa de Ingeniería Industrial de la Universidad de Córdoba. Condiseño cuasiexperimental, de preprueba–posprueba y grupo control, se intervino una poblaciónde ciento diez estudiantes en el segundo periodo académico de 2007, integrada por cincuentay cuatro en el grupo experimental y cincuenta y seis en el grupo control; se apoya en la teoríasocio–constructiva, en los postulados de
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Macdiarmid, Rachel, Rhona Winnington, and Eamon Merrick. "Exploring case based clinical learning in graduate-entry nursing." Pacific Journal of Technology Enhanced Learning 2, no. 1 (2019): 29–30. http://dx.doi.org/10.24135/pjtel.v2i1.57.

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 The Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Ri
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Burgess, Annette, Chris Roberts, Andrew Stuart Lane, et al. "Peer review in team-based learning: influencing feedback literacy." BMC Medical Education 21, no. 1 (2021). http://dx.doi.org/10.1186/s12909-021-02821-6.

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Abstract Background Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions. A well-developed process that engages students is needed. However, evidence suggests it remains a difficult task to effectively incorporate into TBL. The purpose of this study was to assess medical students’ ability to provide written feedback to their peers in TBL, and to explore students’ perception of the process, using
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Chan, Yiu Kong Ringo. "Investigating the Relationship between Extracurricular Activities, Learning Approaches and Academic Outcomes in Chinese Sub-degree Students." Journal of Learning Development in Higher Education, no. 9 (August 4, 2015). http://dx.doi.org/10.47408/jldhe.v0i9.288.

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Biggs’s 3P model on student learning has identified the relationship among individual difference, learning approaches and academic achievement in higher education. Previous studies have typically revealed that the deep approach is positively associated with academic achievement. It is argued that extracurricular activities enhance students’ confident in their ability which encourage a deep motive in their learning. Comparatively little is known about such relationship in Hong Kong Chinese continuing education context especially for full-time sub-degree students under the new seco
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Dissertations / Theses on the topic "Biggs' 3P Model"

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Draper, Fiona J. "Development of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses. Development and validation of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.

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Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a compone
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Draper, Fiona Jane. "Development of a student-centred evaluation framework for environmental vocational education and training courses : development and validation of a student-centred evaluation framework for environmental vocational education and training courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.

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Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of li
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