A variety of recent learning theories are discussed, and the possible integration of the models is examined. It is suggested that despite problems of terminology, development of separate schools of research, and commonality of concerns, each theory contains certain key concepts from which one can produce a meta-model. (MSE)

Examines the notion of "deep" and "surface" approaches to learning and phenomenography, the associated methodology and theory of knowledge; explores reasons for the heightened status of the deep/surface notion within higher education research; discusses problems of phenomenographic research methodology. Introduces the idea of…

Challenges a critique of phenomenography and the idea that college students approach studies in ways leading to either "deep" or "surface" learning. Finds the description of phenomenography to be unrecognizable and based on inadequate review of the literature. Sees this attempt to invalidate this approach to research about…

Emerging research evidence of an approach to learning that combines memorization and comprehension, particularly from Asia, is examined and possible explanations for it are discussed. It is proposed that this approach may explain the apparent paradox of high achievement is Asian cultures, where rote learning in stressed. (Author/MSE)

Defends the metaphor of "deep" and "surface" learning as being valid in describing differences in ways students learn, and on the basis of its success in encouraging academic staff to teach in more effective and imaginative ways. Views post-modern theories that endorse extreme relativism as not helpful to the main concerns of…

Two explanations of the underlying process in faculty self-evaluation by videotape recording are outlined and integrated into one conceptualization. One theory is based on affect: self-confrontation, dissonance, stress, distress, and eustress. The second is based on a cognitive and information processing approach and includes feedback,…

Studaxology is a theory that explains to the college student how to become organized within the study environment, based on what the student experiences while studying. Its core is a 3x3 matrix of study experiences. Interpretation of the matrix enables the student to meet deep-level learning demands for optimal functioning in higher education.…