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Cited by 275Higher Education Research StudiesEvaluation of Teaching PracticesEducational Strategies and Epistemologies

The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.

A framework for transition: supporting ‘learning to learn’ in higher education.

Wingate, Ursula·2007·Higher Education Quarterly
DOI 10.1111/j.1468-2273.2007.00361.x
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Abstract

Abstract In this paper, a framework for developing first‐year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject‐specific approach is needed to support all students in the complex process of learning to learn in higher education. The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning. As the framework relies on the engagement of academic teachers, it is critical that university managers and policy makers give appropriate recognition to effective teaching. This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers' commitment to student learning.

Overview

Integrity signals

Registry

Crossref · 10.1111/j.1468-2273.2007.00361.x

Cites

31 of 31 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Learning how to study effectively cannot be separated from course contents and the process of learning.

    “studies point out that learning how to study effectively cannot be separated from course contents and the process of learning (Weinstein et al., 2000; Durkin and Main, 2002; Wingate, 2007).”

    From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Wingate, 2007

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 3

  1. Lillis T., 2001, Student Writing
  2. National Audit Office, 2002, Improving Student Achievement in English Higher Education. Report by the Comptroller and Auditor General, HC 486
  3. Watson D., 2001, Networking the Learners: Computers in Education

Cited by

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Related

Metadata

Authors
Wingate, U.
Affiliations
King's College London (GB)
Corresponding author
Wingate, Ursula
ORCID
Wingate, Ursula
Venue
Higher Education Quarterly
Publisher
Wiley
Published
2007-06-12
Volume
61
Issue
3
Pages
391-405
ISSN
  • 0951-5224 (ISSN-L)
  • 1468-2273
DOI
10.1111/j.1468-2273.2007.00361.x
OpenAlex
W2146981839
Cited by
275
References
31
Citations by year
2026: 5 · 2025: 13 · 2024: 10 · 2023: 19 · 2022: 20 · 2021: 9 · 2020: 18 · 2019: 20 · 2018: 13 · 2017: 12 · 2016: 19 · 2015: 24 · 2014: 13 · 2013: 15 · 2012: 20
FWCI
45.36
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Higher Education Quarterly (publishedVersion)
  • Research Portal (King's College London) (submittedVersion)
Topics
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords
meta-learning, first-year students, transition to college, student learning improvement, self-directed learning, conceptions of learning, knowledge construction, academic teachers, teaching effectiveness, university administration, teacher professional development

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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