Learning styles and learning approaches - Are they different?

Rajaratnam, Navin; D’cruz, Suzanne Maria

doi:10.4103/1357-6283.178924

Cited by 4 publications

(2 citation statements)

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“…Study approaches are not personal traits and can be consciously chosen according to different learning contexts and situations (Entwistle & Peterson, 2004;Joshi & Lau, 2021;Rajaratnam, D'cruz, 2016;Ramsden, 2003). In particular, past research has consistently shown that students' perceptions of the teaching and learning environment are associated with the study approaches they adopt.…”

Section: Students' Perceptions Of the Learning Environment And Their ...mentioning

confidence: 99%

Relations between Students’ Study Approaches, Perceptions of the Learning Environment, and Academic Achievement in Flipped Classroom Learning: Evidence from Self-Reported and Process Data

Han

2023

Journal of Educational Computing Research

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This study examined the extent to which relations between students’ perceptions of the learning environment, academic achievement, and study approaches measured by both self-reported and process data were consistent amongst 323 engineering students in a flipped classroom course. A hierarchical cluster analysis on four self-reported scales identified deep and surface study approaches. Students reporting deep approaches obtained significantly better marks than those reporting surface approaches. An agglomerative sequence clustering on sequences of students’ online interactions found four observed study approaches: two focused on content and two focused on assessment. Students adopting content-focused approaches performed significantly better than those employing assessment-focused ones. Two cross-tabulations revealed consistency of relational patterns between perceptions of the learning environment and study approaches by self-reported or process data. Amongst students with better perceptions, a significantly higher proportion of them reported deep approaches than surface approaches. Amongst students using content-focused approaches, significantly higher proportions of them held positive perceptions than negative perceptions. The study results suggest to teachers that fostering a better learning environment, helping students understand how online and in-person components are integrated, and equipping them with knowledge and principles of flipped classroom learning would be useful to enhance students’ learning experiences in flipped classroom courses.

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Section: Students' Perceptions Of the Learning Environment And Their ...mentioning

confidence: 99%

Relations between Students’ Study Approaches, Perceptions of the Learning Environment, and Academic Achievement in Flipped Classroom Learning: Evidence from Self-Reported and Process Data

Han

2023

Journal of Educational Computing Research

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“…Learning styles, on the other hand, are largely dependent on students' psychological attributes which determine their preferences for understanding their experiences and transforming them into knowledge. Hence, learning styles are more about personal traits and are unlikely to show short‐term changes (Rajaratnam & D'cruz, 2016).…”

Section: Introductionmentioning

confidence: 99%

Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement?

Han

Ellis

Guan

2022

Computer Assisted Learning

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Background While a number of learner factors have been identified to impact students' collaborative learning, there has been little systematic research into how patterns of students' collaborative learning may differ by their learning orientations. Objectives This study aimed to investigate: (1) variations in students' learning orientations by their conceptions, approaches, and perceptions; (2) the patterns of students' collaborations by variations in their learning orientations and (3) the contribution of patterns of collaborations to academic achievement. Methods A cohort of 174 Chinese undergraduates in a blended engineering course were surveyed for their conceptions of learning, approaches to learning and to using online learning technologies, and perceptions of e‐learning, to identify variations in their learning orientations. Students' collaborations and mode of collaborations were collected through an open‐ended social network analysis (SNA) questionnaire. Results and Conclusions A hierarchical cluster analysis identified an ‘understanding’ and ‘reproducing’ learning orientations. Based on students' learning orientations and their choices to collaborate, students were categorized into three mutually exclusive collaborative group, namely Understanding Collaborative group, Reproducing Collaborative group and Mixed Collaborative group. SNA centrality measures demonstrated that students in the Understanding Collaborative group had more collaborations and stayed in a better position in terms of capacity to gather information. Both students' approaches to learning and students' average collaborations significantly contributed to their academic achievement, explaining 3% and 4% of variance in their academic achievement respectively. The results suggest that fostering a desirable learning orientation may help improve students' collaborative learning.

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An adult learner’s learning style should inform but not limit educational choices

Barry

Egan

2017

Int Rev Educ

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Learning styles and learning approaches - Are they different?

Cited by 4 publications

References 0 publications

Relations between Students’ Study Approaches, Perceptions of the Learning Environment, and Academic Achievement in Flipped Classroom Learning: Evidence from Self-Reported and Process Data

Relations between Students’ Study Approaches, Perceptions of the Learning Environment, and Academic Achievement in Flipped Classroom Learning: Evidence from Self-Reported and Process Data

Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement?

An adult learner’s learning style should inform but not limit educational choices

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