References on Deep and Surface learning

Assembled by Gregor Kennedy, with a a few additions by Steve Draper.

Key References

Biggs, J. (1993). What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 3-19. [Defines "achievement orientation"]

Craik, F. & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684. [The original "levels" paper. Explicitly discussed by Marton & Säljö in ch.3 of Marton et al. (1984)]

Entwistle, N. & Ramsden, P. (1983). Understanding student learning. London: Croom Helm. [Defines "strategic learner"]

Marton, F., Hounsell, D. & Entwistle, N. (1984) (Eds.). The experience of learning. Edinburgh. Scottish Academic Press. [Key book on Deep and Surface learning.]

Pintrich, P.R. & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D.H. Schunk & J.L. Meece (Eds.) Student perceptions in the classroom (pp. 149-183). Hillsdale: Lawrence Erlbaum. [Source for social cognitive model]

Prosser, M. & Trigwell , K. (1999).Understanding learning and teaching. The experience in higher education. Buckingham. Open University Press. [Source for Generalised Institutional model]

Snyder,Benson R. (1971) The hidden curriculum (MIT press; Boston, Mass.)

References for diagrams

Often theories are summarised in a key diagram.

Marton & Säljö's Deep and Surface approaches to learning. See here.

Biggs' (1993) Presage-Process-Product model.
British Journal of Educational Psychology, vol.63 p.8

Prosser and Trigwell's Constitutionalist Model of Student Learning.
M.Prosser & K.Trigwell (1999) Understanding learning and teaching. The experience in higher education (Buckingham: Open University Press) p.17

Pintrich and Shrauben's Socio-Cognitive Model of Classroom Learning.
D.H.Schunk & J.L.Meece (1992) (Eds.) Student perceptions in the classroom (Hillsdale: Lawrence Erlbaum) p.152

References on wider interpretations of deep/shallow

Snyder, Benson R. (1971) The hidden curriculum (MIT press; Boston, Mass.)

Wilkinson,J. (2002) "Designing a new course" in Walker,M. (ed.) Reconstructing professionalism in university teaching: teachers and learners in action (SRHE/Open university press: Buckingham) ch.8 pp.149-169

More References

Biggs, J. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381-394.

Biggs, J. (1987). Student approaches to learning and studying. Australian Council for Educational Research. Melbourne, Australia. [The questionnaire itself]

Entwistle, N. (1981). Styles of learning and teaching. New York: John Wiley.

Entwistle, N., Hanley, M. & Hounsell, D. (1979). Identifying distinctive approaches to studying. Higher Education, 8, 365-380.

Haggis, T. (2003). Constructing images of ourselves? A critical investigation into 'approaches to learning' research in higher education. British Educational Research Journal, 29.1.

Marton, F. Dall'Alba, G. and Beaty, E. (1993) "Conceptions of Learning", International Journal of Educational Research, vol.19, pp.277-300.

Marton, F. & Säljö, R. (1976a). On the qualitative difference in learning I-Outcome and Process. British Journal of Educational Psychology, 46, 4-11.

Marton, F. & Säljö, R (1976b). On the qualitative difference in learning II-Outcome as a function of the Learner's conception of the task. British Journal of Educational Psychology, 46, 115-127.

Pintrich, P.R., Smith, D., Garcia T. & McKeachie, W. (1991). The motivated strategies for learning questionnaires (MSLQ). Ann Arbor, The University of Michigan.

Ramsden, P. (1992). Learning to teach in higher education. London. Routledge.

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