Skip to main content

Research Repository

Advanced Search

All Outputs (14)

Adaptation and validation of the Course Experience Questionnaire in the context of post-secondary education in Hong Kong (2011)
Journal Article
Law, D., & Meyer, J. (2011). Adaptation and validation of the Course Experience Questionnaire in the context of post-secondary education in Hong Kong. Quality Assurance in Education, 19(1), 50-66. https://doi.org/10.1108/09684881111107753

Purpose – The Course Experience Questionnaire (CEQ) is a quantitative instrument for collecting student feedback on programme quality that has been tested and practically used in Western university response-contexts. The purpose of this paper is to a... Read More about Adaptation and validation of the Course Experience Questionnaire in the context of post-secondary education in Hong Kong.

Metalearning capacity and threshold concept engagement. (2010)
Journal Article
Ward, S., & Meyer, J. (2010). Metalearning capacity and threshold concept engagement. Innovations in Education and Teaching International, 47(4), 369-378. https://doi.org/10.1080/14703297.2010.518429

This study aims to further our understanding of metalearning activity through the analysis of qualitative data gathered from 370 first-year microeconomics students in three UK universities. The students were asked to produce undirected reflective ess... Read More about Metalearning capacity and threshold concept engagement..

Adaptation and validation of the Inventory of Learning Styles for quality assurance in a Hong Kong post-secondary education context (2010)
Journal Article
Law, D., & Meyer, J. (2010). Adaptation and validation of the Inventory of Learning Styles for quality assurance in a Hong Kong post-secondary education context. Quality in Higher Education, 16(3), 269-283. https://doi.org/10.1080/13538322.2010.506717

A Chinese translation of the Inventory of Learning Styles (ILS), a quantitative instrument employed mainly in Western higher education contexts for collecting students' feedback on their learning patterns (in the form of students' processing strategi... Read More about Adaptation and validation of the Inventory of Learning Styles for quality assurance in a Hong Kong post-secondary education context.

Helping our Students: Learning, Metalearning, and Threshold Concepts (2010)
Book Chapter
Meyer, J. (2010). Helping our Students: Learning, Metalearning, and Threshold Concepts. In J. Hughes, & J. Mighty (Eds.), Taking stock : research on teaching and learning in higher education (191-213). School of Policy Studies, Queen's University, McGill-Queen's University Press

Supporting students through responding to variation in students' disciplinary learning, developing metalearning capacity, and focusing on the effective teaching and learning of threshold concepts - concepts that transform student understanding.

Threshold concepts and metalearning capacity (2009)
Journal Article
Meyer, J., Ward, S., & Latreille, P. (2009). Threshold concepts and metalearning capacity. International Review of Economics Education, 8(1), 132-154

This study operationalises the empowering concept of metalearning in the specific context of engagement with a threshold concept.An experience of metalearning was constituted in two parts. First students’ awareness of themselves as learners is prompt... Read More about Threshold concepts and metalearning capacity.

Students' conceptions of research: I - A qualitative and quantitative analysis (2005)
Journal Article
Meyer, J., Shanahan, M., & Laugksch, R. (2005). Students' conceptions of research: I - A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, 49(3), 255-244. https://doi.org/10.1080/00313830500109535

Relatively little is known about students' conceptions of research and, in particular, whether there are conceptually discrete patterns of variation that can be used to model this phenomenon in terms of research-as-learning outcomes. The present stud... Read More about Students' conceptions of research: I - A qualitative and quantitative analysis.

Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning (2005)
Journal Article
Meyer, J., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373-388. https://doi.org/10.1007/s10734-004-6779-5

The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this... Read More about Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning.

Dissonant Forms of 'Memorising' and 'Repetition' (2003)
Journal Article
Meyer, J., & Shanahan, M. (2003). Dissonant Forms of 'Memorising' and 'Repetition'. Studies in Higher Education, 28(1), 5-20. https://doi.org/10.1080/03075070309305

Examines the phenomenon of dissonant forms of memorizing and repetition from both location and structural perspectives. Attention is drawn to clear evidence that supports, in particular, an argument in favor of gender-response differences in both loc... Read More about Dissonant Forms of 'Memorising' and 'Repetition'.

A triangulated approach to the modelling of learning outcomes in first year economics (2001)
Journal Article
Meyer, J., & Shanahan, M. (2001). A triangulated approach to the modelling of learning outcomes in first year economics. Higher Education Research & Development, 20(2), 127-145. https://doi.org/10.1080/07294360124988

Initial insights derived from modelling aspects of learning outcomes in the first year study of economics are presented. Of particular interest are three forms of entering students' prior knowledge: (a) subject-specific prior knowledge; (b) conceptio... Read More about A triangulated approach to the modelling of learning outcomes in first year economics.