Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 9

References
Described in Marilla Svinicki and Nancy Dixon,
‘The Kolb Model Modified for Classroom Activities,’
College Teaching 35.4 (1987): 141-3.
1
‘Teaching that gave evidence of deep learning
contained in sharp form one or more of the
following: an appropriate motivational context; a
high degree of learner activity; interaction with
others, both peers and teachers; a well structured
knowledge base.’ John Biggs, ‘Approaches to
the Enhancement of Tertiary Teaching,’ Higher
Education Research and Development, 8.1 (1989):
17.
2
See Maarten Vansteenkiste, Willy Lens and
Edward Deci, ‘Intrinsic Versus Extrinsic Goal
Contents in Self-Determination Theory: Another
Look at the Quality of Academic Motivation,’
Educational Psychologist 41.1 (2006): 19–31.
3
See, for example, Kentaro Fujita and Karen E.
MacGregor, ‘Basic Goals Distinctions,’ which argues
that ‘intrinsic motivation cannot be created where
none exists.’ In Goal-Directed Behaviour, ed. Henk
Aarts and Andrew Elliot (New York: Taylor and
Francis, 2012): 100.
4
This is defined by Jan H.F. Meyer and Ray
Land in ‘Threshold concepts and troublesome
knowledge (2): Epistemological considerations and
a conceptual framework for teaching and learning,’
Higher Education 49 (2005): 373–388.
5
‘What the Student Does: Teaching for Enhanced
Learning’, Higher Education Research and
Development 18.1 91999) 59.
6
Highlight #1
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