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Abstract: A focus on student learning requires measures of that learning, and teaching practices that aim to influence the way students learn require that we examine learning practices. This paper examines one set of data collected using the Study Process Questionnaire (SPQ) and highlights difficulties that can be encountered in the interpretation of that data. Use of the SPQ in engineering related studies of learning is not unknown, or even uncommon, but these studies are rarely explicit about the interpretation of the SPQ data and provide no examples of unusual outcomes. This paper suggests several reasons for the variety of problematic outcomes found in the data set examined, and the implications for further research are discussed.

To cite this article: Turner, Phil. The SPQ in Monitoring Learning [online]. In: Snook, Chris (Editor); Thorpe, David (Editor). Creating Flexible Learning Environments: Proceedings of the 15th Australasian Conference for the Australasian Association for Engineering Education and the 10th Australasian Women in Engineering Forum. Toowoomba, Qld: Australasian Association for Engineering Education, 2004: 367-374. Availability: <http://search.informit.com.au/documentSummary;dn=932672783076705;res=IELENG> ISBN: 0975683101. [cited 07 Feb 16].

Personal Author: Turner, Phil; Source: In: Snook, Chris (Editor); Thorpe, David (Editor). Creating Flexible Learning Environments: Proceedings of the 15th Australasian Conference for the Australasian Association for Engineering Education and the 10th Australasian Women in Engineering Forum. Toowoomba, Qld: Australasian Association for Engineering Education, 2004: 367-374. Document Type: Conference Paper, Research ISBN: 0975683101 Subject: Learning strategies; Learning, Psychology of; Student-centered learning; Identifier: Study Process Questionnaire (SPQ) Peer Reviewed: Yes Affiliation: (1) James Cook University, Townsville QLD, Australia, email: phil.turner@jcu.edu.au

Database: Engineering Collection