Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments

Abstract

Previous research has demonstrated that the academic environments provided by departments in higher education have direct effects on students' approaches to studying. But other studies have indicated that these effects are mediated by the students' own perceptions of those environments. Here two studies are reported which explore the relationships between approaches to learning, or study orientations, and perceptions of the academic environment. Those perceptions are measured in two distinct ways, one which minimises the effects of differential perceptions, and one which highlights them. Factor analyses of the responses of three groups of students taking engineering and psychology are used to clarify the nature of the relationships between study orientations and perceptions of the academic environment. It is found, as in earlier studies, that there are relationships which associate deep approaches with perceptions of relevance, and surface approaches with a heavy workload. But here it is also shown that students with contrasting study orientations are likely to define effective teaching in ways which reflect those orientations. Implications both for the design of feedback questionnaires and for the improvement of teaching and learning in higher education are discussed.

Student Perceptions and Preferences for Feedback

“…The most interesting finding of the study appears to be a link between student feedback preferences and learning approaches. Previous studies have identified a relationship between learning strategies and assessment preferences (Birenbaum, 1997;Entwistle & Tait, 1990;Gijbels & Dochy, 2006). The characteristics of the two preference dimensions identified appear to reflect two learning approaches (surface and deep) as conceptualised by Biggs (2003) and others (Entwistle & Tait, 1990;Gijbels and Dochy, 2006).…”

“…Previous studies have identified a relationship between learning strategies and assessment preferences (Birenbaum, 1997;Entwistle & Tait, 1990;Gijbels & Dochy, 2006). The characteristics of the two preference dimensions identified appear to reflect two learning approaches (surface and deep) as conceptualised by Biggs (2003) and others (Entwistle & Tait, 1990;Gijbels and Dochy, 2006). Pref A students appear to reflect deep learners whose preferred approach is to engage meaningfully in learning that enhances their understanding of the material.…”

“…In a study of medical students Parikh et al (2001) found that individual feedback was the most strongly preferred type, with peer and group feedback also favoured. Assessment preferences have been linked to learning orientations and styles (Birenbaum, 1997;Entwistle & Tait, 1990;Gijbels & Dochy, 2006). For example, 'surface learners' have been found to prefer teaching and assessment procedures which allow them to memorise and reproduce factual contents of study materials, and 'deep learners' have been found to prefer courses which are intellectually challenging and where assessment procedures allow them to demonstrate their understanding (Biggs, 2003;Entwistle & Tait, 1990;Gijbels & Dochy, 2006).…”

“…Assessment preferences have been linked to learning orientations and styles (Birenbaum, 1997;Entwistle & Tait, 1990;Gijbels & Dochy, 2006). For example, 'surface learners' have been found to prefer teaching and assessment procedures which allow them to memorise and reproduce factual contents of study materials, and 'deep learners' have been found to prefer courses which are intellectually challenging and where assessment procedures allow them to demonstrate their understanding (Biggs, 2003;Entwistle & Tait, 1990;Gijbels & Dochy, 2006). Birenbaum (2007) found that students preferred instruction and assessment that was on the teacher-dependency side of the dimension of learning.…”

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

“…Instruction does not influence learning directly, but students' perceptions of instruction influence learning and study behavior and eventually learning outcomes (Doyle 1977;Elen and Lowyck 1999;Entwistle and Tait 1990). Additionally, students tend to stick on learning preferences and habits and only use those elements of instruction that are…”