Exploring the combined relationships of student and teacher factors on learning approaches and self‐directed learning readiness at a Malaysian university

Abstract

This article presents the findings of a study of the interrelationships between students' individual characteristics, self-efficacy beliefs, parental involvement, university and classroom learning environments; teachers' individual characteristics, teaching efficacies, university and classroom learning environments, teacher outcomes and approaches to teaching; and approaches to learning (deep and surface learning) and self-directed learning readiness. The study was guided by a two-level integrated theoretical framework, designed to examine 'student and teacher ecological systems' and their influences on student learning and outcomes. Data was drawn from 392 students and 32 teachers situated in 44 problem-based learning classrooms from three study levels at a Malaysian private medical university. The analyses, through hierarchical linear modelling, revealed what and how personal, family, learning environment and teacher factors directly influenced approaches to learning and self-directed learning readiness. Implications for teaching in higher education are discussed.

The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes

“…Research has continuously reported that students’ approaches to learning are associated with learning outcomes [6–8]. Snelgrove and colleagues reported that student nurses’ deep approaches to learning sociology were positively associated with their learning outcome as indicated by grade point average (GPA) and sociology exam results [9].…”

The interrelationships between student approaches to learning and group work

“…Research has also consistently shown that learning approaches of students are associated with learning outcomes (Kek et al, 2007;Kek and Huijser, 2011;Trigwell and Prosser, 1991;Van Rossum and Schenk, 1984). Ramsden (1992, p. 59) summed up the powerful relationships between learning approaches and learning outcomes as follows: "surface approaches are usually more strongly linked to poor learning than deep ones are to effective learning, and the connections between grades and learning approaches are less marked than those between measures of learning quality and approaches".…”

“…The focus of this paper is to explore what group work characteristics activate deeper approaches to learning. approaches to learning then this had a statistically significant and direct influence on their readiness for self-directed learning (Kek and Huijser, 2011). Being an effective group member often begins with individual processes, which extend towards group processes.…”

“…A surface approach to learning focuses on extrinsic motivation, and strategies are used that require the least amount of time and effort to meet the requirements. In contrast, a deep approach to learning focuses on the intention to comprehend, and strategies to maximise conceptual understanding are adopted.A vast body of research indicates that the differences in students' conceptions of learning (Saljo, 1979;Van Rossum et al, 1985), perceptions of assessments (Marton and Saljo, 1976b;Thomas and Bain, 1984), learning and teaching contexts in different academic departments (Entwistle and Ramsden, 1983;Ramsden, 1979;Ramsden and Entwistle, 1981), and enduring personality characteristics such as gender, age, years of study and faculty differences (Biggs, 1978(Biggs, , 1985(Biggs, , 1987Watkins and Hattie, 1981), as well as motivation (Laurillard, 1979(Laurillard, , 1984 all influence students' approaches to learning.Research has also consistently shown that learning approaches of students are associated with learning outcomes (Kek et al, 2007;Kek and Huijser, 2011;Trigwell and Prosser, 1991;Van Rossum and Schenk, 1984). Ramsden (1992, p. 59) summed up the powerful relationships between learning approaches and learning outcomes as follows: "surface approaches are usually more strongly linked to poor learning than deep ones are to effective learning, and the connections between grades and learning approaches are less marked than those between measures of learning quality and approaches".…”

“…These skills, which are often described as metacognition skills, awareness or reflection, or more simply "thinking about thinking", are necessary in developing self-directed learning skills (Cotterall and Murray, 2009). A study using hierarchical linear modelling found that if university students were in a problem-based learning programme and they employed deep approaches to learning then this had a statistically significant and direct influence on their readiness for self-directed learning (Kek and Huijser, 2011). Being an effective group member often begins with individual processes, which extend towards group processes.…”