Table Of ContentENHANCING THE QUALITY OF LEARNING
High-quality learning is extensive, well integrated, and deep and supports the use
of knowledge in new situations that require adaptation of what has been learned
previously. h is book reviews current research on the nature of high-quality
learning and the factors that facilitate or inhibit it. h e book addresses relation-
ships between quality of learning and learners’ dispositions, teaching methods,
cognitive strategies, assessment, and technologies that can support learning. h e
chapters provide theoretical analyses, reports of classroom research, and sugges-
tions for practical application for both teachers and learners. h e book will be of
value to teachers at all levels of education, and it provides guidance for students
about how to approach classroom tasks to develop high-quality learning.
John R. Kirby is a Professor of Educational Psychology at Queen’s University,
Kingston, Ontario, Canada. He is a graduate of McGill University and the
University of Alberta. Prior to 1987, he taught in the Faculty of Education at
the University of Newcastle, Australia. He has been president of the Canadian
Association for Educational Psychology and a member of the Board of the Society
for Scientii c Studies of Reading. He is a member of the American Psychological
Association, the European Association for Research in Learning and Instruction,
and the Society for Scientii c Studies of Reading. He is a Fellow of the Association
for Psychological Science. Kirby’s research interests concern the psychology of
reading and learning from text. Current research projects include the develop-
ment of the cognitive processes underlying learning to read (especially phono-
logical awareness, naming speed, orthographic processing, and morphological
awareness), dyslexia in university students, cognitive processes in reading com-
prehension, and learners’ use of text and graphics in studying. He has published
5 books and more than 100 research articles.
M ichael J. Lawson is Professor of Education at Flinders University, Adelaide,
Australia. Until recently he was Director of the Educational Futures Research
Institute at the university, where a focus of his work was establishing school-
university research partnerships. He is a member of the Australian Association
for Research in Education and the American Educational Research Association.
A graduate of Monash University and the University of Alberta, his teaching and
research focus on applications of cognitive psychology to teaching and learning,
particularly the use of strategies for learning in classroom and study situations. In
recent years, his research has been concerned with teachers’ facilitation of student
use of learning strategies.
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Enhancing the Quality of Learning
Dispositions, Instruction, and Learning Processes
Edited by
JOHN R. KIRBY
Queen’s University
MICHAEL J. LAWSON
Flinders University
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cambridge university press
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© Cambridge University Press 2012
h is publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2012
Printed in the United States of America
A catalog record for this publication is available from the British Library.
Library of Congress Cataloging in Publication data
Enhancing the quality of learning : dispositions, instruction, and learning
processes / [edited by] John R. Kirby, Queen’s University;
Michael J. Lawson, Flinders University.
pages cm
Includes bibliographical references and index.
ISBN 978-0-521-19942-1 (hardback)
1. Learning, Psychology of. 2. Educational psychology. 3. Cognition.
I. Kirby, John R. II. Lawson, Michael J.
LB1060.E545 2012
370.15–dc23 2012012608
ISBN 978-0-521-19942-1 Hardback
Cambridge University Press has no responsibility for the persistence or accuracy of URLs
for external or third-party Internet Web sites referred to in this publication and does not
guarantee that any content on such Web sites is, or will remain, accurate or appropriate.
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To Barbara, Steve and Noni, and Jamie and Alison and family (ML)
To Marlo and Robert: thanks for the quality (JK)
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Contents
L ist of Figures page i x
List of Tables x
L ist of Contributors x iii
Preface x v
1. Introduction 1
Michael J. Lawson & John R. Kirby
P art A D ispositions toward quality
of learning
2. h e Quality of Learning at University: Integrative
Understanding and Distinctive Ways of h inking 15
Noel Entwistle
3. Dispositions and the Quality of Learning 32
Augusto Riveros, Stephen P. Norris, Denyse V. Hayward, & Linda
M. Phillips
4 . E ducation for Rational h ought 51
Maggie E. Toplak, Richard F. West, & Keith E. Stanovich
5. Individual Dif erences h at Af ect the Quality of Learning in
Doctoral Candidates 93
Robert H. Cantwell, Jill J. Scevak, Sid Bourke, & Allyson Holbrook
Part B Instruction that affects
quality of LEARNING
6 . E nhancing Learning through Constructive Alignment 1 17
John Biggs
vii
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viii Contents
7 . F raming the Features of Good-Quality Knowledge for
Teachers and Students 137
Michael J. Lawson & Helen Askell-Williams
8. h eory Building and the Pursuit of Understanding in
History, Social Studies, and Literature 160
Carl Bereiter & Marlene Scardamalia
9 . F ostering Self-Regulated Learning by Journal Writing: How
Should Instructional Support Be Designed to Promote
High-Quality Learning? 178
Matthias N üc kles, Sandra H ü bner, & Alexander Renkl
10. Promoting Learning Skills in Undergraduate Students 201
Allyson Fiona Hadwin & Philip H. Winne
1 1. U sing Technology to Foster Meaningful Learning
Environments 2 28
Neil H. Schwartz & Richard F. Schmid
Part C Learning processes and mental
structures that support quality
of learning
1 2. Q uality Learning from Texts We Read: What Does It take? 2 51
Panayiota Kendeou & Gregory Trevors
1 3. L earning with Multiple Documents: Component Skills and
h eir Acquisition 276
M. Anne Britt & Jean-Fran ç ois Rouet
1 4. D eeper Learning in Reading Comprehension 3 15
John R. Kirby, Kate Cain, & Bozena White
1 5. K nowledge Acquisition from Verbal and Pictorial Information 3 39
Wolfgang Schnotz, Christiane Baadte, Amy Johnson, & Christoph
Mengelkamp
16. Future Directions 366
J ohn R. Kirby & Michael J. Lawson
Author Index 3 77
S ubject Index 3 92
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Figures
2.1. A teaching-learning environment in electronic
engineering page 23
2 .2. I nteracting inl uences on ways of thinking and proactive,
integrative understanding 25
4.1. A framework for the assessment of rational thinking 56
5.1. Within-candidate factors hypothesised to inl uence the
quality of doctoral engagement 1 00
5.2. Deviations from scale midpoints for whole cohort
(all scales converted to 5-point metric) 104
5 .3. Mean scale scores for cluster groupings (standardised data) 105
5.4. A model of epistemic metacognition 110
7 .1. Proi le comparison using indicators of dimensions of
knowledge quality 1 49
7.2. Mean learning strategy use for the same students tracked
across Years 7, 8, and 9 152
9.1. Cyclical model of cognitive and metacognitive processes
involved in self-regulated learning by writing 183
9 .2. Ef ects of informed prompting and presentation of a learning
journal example on learning outcomes as measured by a
comprehension test at the end of the transfer session 191
10.1. Example strategy entry in Hadwin et al.’s (2007) strategy library 218
10.2. Planning and rel ection note to prompt SRL cycles 221
1 1.1. Subject acts on objects either directly or via mediating
artifacts to produce outcomes 235
13.1. C omponents of a documents model 2 85
1 5.1. Integrative model of text and picture comprehension 344
15.2. Example of a text-picture integration task referring to olive
production in dif erent European countries 3 54
ix
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Tables
4.1. Training, Education, Experience, and Knowledge Ef ects
on the Components of Rational h ought page 60
5.1. Examiner Ratings of Quality Indicators in Research
Master’s and PhD Examination 96
5.2. Sample Scale Items from Instruments Used by Cantwell
et al. (2012) 102
5 .3. Factor Loadings for Principal Component Analysis of All
Twenty Metacognitive Scales 106
6 .1. Some Learning Verbs at Various SOLO Levels 127
6.2. R ubrics for the Verb ‘Explain’ 1 30
7 .1. Dimensions of Knowledge Quality 145
9.1. Experimental Design of the Study by N ü ckles et al. (2009) 185
9 .2. Experimental Design of the Study by H üb ner, N üc kles, &
Renkl (2010) 1 88
9 .3. Extract of the Informed Prompting and Learning Journal
Examples Introductions 1 89
9.4. Rationale of the Fading Procedure in Longitudinal Study 2 195
10.1. Sampling of Goal Quality and Percentage of Total Goals
for Each Score 209
10.2. Examples of Goals Set by One Undergraduate Student
Over a h irteen-Week Academic Semester 210
10.3. Strategies Included in the Strategy Library Organized
by Cognitive Purposes, Explanations of Why h ey Work,
and Examples of Task Contexts When h ey Might
Be Appropriate 215
1 1.1. National Educational Technology Standards for Students,
Teachers, and Administrators 230
x
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