Dissonant study orchestrations of high-achieving university students

Lindblom‐Ylänne, Sari; Lonka, Kirsti

doi:10.1007/bf03173164

Cited by 54 publications

(54 citation statements)

References 17 publications

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“…For example, Lonka and Lindblom-Ylänne (1996) compared Finnish psychology students and medical students and found that application directed learning was more typical of medical students. Subsequently, Lindblom-Ylänne and Lonka (2000) showed that application directedness is an important dimension among advanced students. Similarly, Vermunt and Vermetten (2004) concluded that application directed learning emerges relatively late as a distinct learning dimension in university students' development as a learner.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

A cross-cultural comparison of student learning patterns in higher education

2011

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The aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European country The Netherlands. Students reported use of learning strategies, metacognitive strategies, conceptions of learning and learning orientations were compared in two ways: by analyses of variance of students' mean scale scores on ILS scales, as well as by comparing the factor structures of the ILS-scales between the three studies. Results showed most differences in student learning patterns between Asian and European students. However, many differences were identified between students from the two Asian countries as well. The Asian learner turned out to be a myth. Moreover, Sri Lankan students made the least use of memorising strategies of all groups. That Asian learners would have a propensity for rote learning turned out to be a myth as well. Some patterns of learning turned out to be universal and occurred in all groups, other patterns were found only among the Asian or the European students. The findings are discussed in terms of learning environment and culture as explanatory factors. Practical implications for student mobility in an international context are derived.

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Section: Conclusion and Discussionmentioning

confidence: 99%

A cross-cultural comparison of student learning patterns in higher education

2011

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“…Similarly, Biggs (1999) and Karns (2005) suggest that changes in teaching approaches are necessary to encourage students to engage in and be interested in the task itself, and to search for inherent meaning within the task. In support of this, some studies have found that students will adapt their approaches to learning to their perception of what different units demand (Eley, 1992;Lindblom-Ylanne & Lonka, 2000). Meyer (1991) defines this as "study orchestration".…”

Section: Research Cyclementioning

confidence: 99%

Action research and reflection on student approaches to learning in large first year university classes

Herington

Weaven

2008

Aust. Educ. Res.

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This paper presents an action research approach to exploring methods of improving the learning styles and outcomes of first year university students within large class environments. The genesis of this project stemmed from an observation that entire tutorial groups were often lethargic in their approach to learning. Following a survey of learning styles, students were exposed to more student-centric teaching styles within tutorial groups, with a view to encouraging deeper student learning and self-regulated learning behaviours. Although the project was successful in motivating students' participation in class activities, no noticeable change to a sustained deeper learning style became evident. The findings suggest that simply motivating students to participate in class does not necessarily alter overall learning styles, at least in the short term. This suggests that the process of "unlearning" previous learning styles may pose a significant problem for instructors and it appears likely that the process of changing from surface to deep learning may require more than a single course intervention. However, there is some evidence that student-centred and self-regulated learning results in a more positive learning experience for both students and teachers. The article concludes with a model of proposed relationships uncovered by the research which deserve further exploration in the quest to provide greater levels of student satisfaction with their higher education experiences.

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“…They seemed to aim for a deep understanding but due to the vast amount of information they had to learn they gave up this ambition. Other researchers have reported a similar dissonance between students' intentions and their actual approach to learning (Meyer 2000;Lindblom-Ylänne and Lonka 2000). However, some students achieved a deep understanding, despite how the subject was represented in the course.…”

Section: Influence Of the Learning Environmentmentioning

confidence: 65%

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

Weurlander

Scheja

Hult

et al. 2014

Studies in Higher Education

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PostprintThis is the accepted version of a paper published in Studies in Higher Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. Citation for the original published paper (version of record):Weurlander, M., Scheja, M., Hult, H., Wernerson, A. (2016) The struggle to understand: Exploring medical students' experiences of learning and understanding during a university course. Studies in Higher Education AbstractThe aim was to explore students' 'journey' towards conceptual understanding during an undergraduate course. The task that medical students face -to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame -is demanding. Seven students were interviewed in a group, and seventeen students gave their reflections in writing. Data was gathered from both groups on five separate occasions. Our findings suggest that students seek different kinds of understandings as they get to grips with their studies. The forms of understanding were: understanding as 'knowing the language', 'knowing the map', 'knowing the catalogue' and as 'experiencing an integrated whole'. Students first appeared to focus on the first two forms, and later in the course, as they learned more, they focused on the 'catalogue' or the 'integrated whole'. Our findings point to potential pathways students might take towards gaining deeper understanding. Keywords: deep learning, course experience, forms of understanding, approach to learning, medical educationThe struggle to understand 3 Introduction Learning is a complex and multifaceted phenomenon that has intrigued both researchers and educators for a long time. Since the 1970s, researchers have explored learning from the learner's perspective, which has revealed new insights into students' learning. Marton and colleagues found two main approaches that students adopted: the surface and the deep approaches to learning (Marton and Säljö 1976a, 1976b. The intention students have with their studies seems to have a major influence on their learning (Entwistle and Peterson 2004;Entwistle 2009). A surface approach has been associated with an intention to memorize and reproduce learning material in order to meet the assessment requirements. In contrast, students who approached their learning with an intention to understand, wanted to learn for their own sake, looked for the underlying meaning in the task or text, related new information with prior knowledge, and were also more likely to reach a deep understanding. However, the relationship between memorizing and understanding has been shown to be more complex, and students aiming for a deep understanding have also been found to use memorization as a learning strategy (Kember 1996;Entwistle and Entwistle 2003;Marton, Wen, and Wong 2005). Other researchers described student learning patterns more broadly, including aspects such as study strategies, conceptions and regulation of learning (Vermunt 2005, Vermunt andVermetten 2004;...

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Dissonant study orchestrations of high-achieving university students

Cited by 54 publications

References 17 publications

A cross-cultural comparison of student learning patterns in higher education

A cross-cultural comparison of student learning patterns in higher education

Action research and reflection on student approaches to learning in large first year university classes

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

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