Bridging the Gaps between Learning and Teaching through Recognition of Students' Learning Approaches: A Case Study

Malie, Senian; Akir, Oriah

doi:10.7227/rie.87.1.6

Cited by 6 publications

(10 citation statements)

References 17 publications

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“…From a theoretical perspective, this is the first study to investigate the relationships between approaches to learning and PSU. Though it has been shown that a deep approach to learning is positively related to academic outcomes, and a surface approach to learning is found to have negative effects on academic outcomes [ 31 , 32 , 33 , 34 ], this study provides potential evidence to the findings where PSU has been associated with poor academic outcomes [ 6 ]. Specifically, poorer outcomes might be due to a less deep and/or more surface approach to learning.…”

Section: Discussionmentioning

confidence: 92%

“…As the information suggests, relationships between academic success and learning strategies are well researched. Several studies have shown that surface learners have lower academic outcomes and are less successful in school, whereas those with a deep approach to learning are more successful in school [ 31 , 32 , 33 , 34 , 35 ]. Additionally, the probability of graduating from higher education institutions is lower for students who study superficially [ 36 ].…”

Section: Introductionmentioning

confidence: 99%

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Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

Rozgonjuk

Saal

Täht

2018

IJERPH

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Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding) and positively correlated with a surface approach to learning (defined as superficial learning). The study participants were 415 Estonian university students aged 19–46 years (78.8% females; age M = 23.37, SD = 4.19); the effective sample comprised 405 participants aged 19–46 years (79.0% females; age M = 23.33, SD = 4.21). In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU.

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Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

Rozgonjuk

Saal

Täht

2018

IJERPH

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“… 12 - 14 A deep learning strategy leads to the greatest level of academic understanding, but there is ongoing debate regarding how well it is correlated with superior examination results. 13 , 15 One study demonstrated a negative effect of the deep learning strategy on first year examination results in medical school, suggesting that it has to be combined with an ability to be pragmatic and organised in one’s learning in order to be beneficial in terms of exam results. 16 Numerous self-report questionnaires have been developed to evaluate learning strategies, one of which is the Approaches to Learning and Studying Inventory (ALSI) which was developed in 1983 by Professor Noel Entwistle.…”

Section: Introductionmentioning

confidence: 99%

“…Choice of learning strategy is influenced by many factors including demographic characteristics, conceptions of learning, and contextual factors of the learning environment. 14 , 15 , 20 Gender differences have been explored previously in relation to preferred learning strategies, with women reported to be more likely to employ a deep learning strategy. 16 However, educational factors including mode of entry into medical school (i.e.…”

Section: Introductionmentioning

confidence: 99%

Learning strategies, study habits and social networking activity of undergraduate medical students

et al. 2016

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ObjectivesTo determine learning strategies, study habits, and online social networking use of undergraduates at an Irish medical school, and their relationship with academic performance. MethodsA cross-sectional study was conducted in Year 2 and final year undergraduate-entry and graduate-entry students at an Irish medical school. Data about participants’ demographics and educational background, study habits (including time management), and use of online media was collected using a self-report questionnaire. Participants’ learning strategies were measured using the 18-item Approaches to Learning and Studying Inventory (ALSI). Year score percentage was the measure of academic achievement. The association between demographic/educational factors, learning strategies, study habits, and academic achievement was statistically analysed using regression analysis. ResultsForty-two percent of students were included in this analysis (n=376). A last-minute “cramming” time management study strategy was associated with increased use of online social networks. Learning strategies differed between undergraduate- and graduate-entrants, with the latter less likely to adopt a ‘surface approach’ and more likely adopt a ‘study monitoring’ approach. Year score percentage was positively correlated with the ‘effort management/organised studying’ learning style. Poorer academic performance was associated with a poor time management approach to studying (“cramming”) and increased use of the ‘surface learning’ strategy. ConclusionsOur study demonstrates that effort management and organised studying should be promoted, and surface learning discouraged, as part of any effort to optimise academic performance in medical school. Excessive use of social networking contributes to poor study habits, which are associated with reduced academic achievement.

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“…Malie and Akir (2012) found that hearing and explanation constitutes the learning environment preferred by most students. One study (Oluwatayo, Aderonmu, & Aduwo, 2015) investigated Nigerian architecture students' perceptions of their learning environment, and the results suggested that different aspects of the learning environment can be manipulated by educators in order to improve the performance of their students.…”

Section: Research On the Learning Environmentmentioning

confidence: 98%

Examining the Learning Environment and Academic Performance in a Tertiary 3D Animation Course in Macau

Tsai¹

2017

IRE

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A significant effort has been made to study the impacts of the learning environment on students' academic performance. The main purpose of the current study was to investigate the possible link between the learning environment in a university and learning outcomes in students Chinese educational settings. The sample used in this study consisted of 128 students (recruiting from the third-year art and design program) from one private university in Macau. The results of the Pearson correlation showed us that the students' perception of their learning environment was not related to their academic performance. When we treated gender, residency status, and students' perception of their learning environment as independent variables to predict their academic performance, we again found that in the regression model, students' perception of their learning environment could not predict their academic performance. A number of limitations were also discussed; as a result, the interpretation of this study should be considered tentative.

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Bridging the Gaps between Learning and Teaching through Recognition of Students' Learning Approaches: A Case Study

Cited by 6 publications

References 17 publications

Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

Learning strategies, study habits and social networking activity of undergraduate medical students

Examining the Learning Environment and Academic Performance in a Tertiary 3D Animation Course in Macau

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