Measuring Study Habits in Higher Education: The Way Forward?

Fitkov-Norris, Elena; Yeghiazarian, Ara

doi:10.1088/1742-6596/459/1/012022

Cited by 7 publications

(8 citation statements)

References 24 publications

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“…Unfortunately, while many students find the VARK test interesting, the undergraduate anatomy students in this research did not utilize the results from VARK to make changes to their study strategies. Students may be resistant to venture from study strategies that they have used in the past and that are comfortable and easy (Bjork and Bjork, ) or have become true habits (Fitkov‐Norris and Yeghiazarian ), but instead may cling to their misconceptions about how they think they learn best or are expected to learn. However, there still is some hope for helping these students.…”

Section: Discussionmentioning

confidence: 99%

“…An alternative, or perhaps supplemental, explanation for students’ use of less effective study strategies may relate to the neurofeedback loops that develop around studying. Fitkov‐Norris and Yeghiazarian () found that study strategies that are used frequently can become true study habits via neurofeedback loops. As these feedback loops develop over time, it may be increasingly difficult for students to change the study strategies that they are using.…”

Section: Discussionmentioning

confidence: 99%

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Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles

Husmann

O’Loughlin

2018

Anatomical Sciences Ed

129

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The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles

Husmann

O’Loughlin

2018

Anatomical Sciences Ed

129

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“…Learning includes many different skills and abilities and so there are a lot of study behaviours that either has a positive or negative impact on learning performance. Previous research has thus sought to identify and categorize the types of study behaviours and strategies students typically have [34]. The MSLQ was developed using a social-cognitive view of motivation and learning strategies with the student represented as an active processor of information whose beliefs and cognitions mediated important instructional input and task characteristics [35].…”

Section: Motivation Strategies and Learning Questionnaire (Mslq)mentioning

confidence: 99%

Understanding Students’ Motivation and Learning Strategies to Redesign Massive Open Online Courses based on Persuasive System Development

Salim¹,

Mohamad²,

Taha³

2019

IJACSA

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Electronic learning or E-learning is currently flourishing immensely in areas such as secondary and tertiary education, lifelong learning programs and adult education. Within recent years, massive open online courses (MOOCs) have received profound attention within the field of E-learning.Persuasive principles can be implemented to enhance the system design and motivate students to engage with the system. The aim of this study is to identify students' motivation and learning strategies that affect their academic performance in using MOOCs among tertiary education students. 40 students enrolled in the Ethnic Relations course participated in the online survey. Motivated Strategies for Learning Questionnaire (MSLQ) is the instrument used in this study while Automatic Linear Modelling (ALM) and Multiple Linear Regression (MLR) were used in the analysis. The result shows that there is a correlation between students' motivation, learning strategies and their academic performance. It is found that resource management, cognitive and metacognitive and value component are the main scales that influenced their motivation and learning strategies towards excellent academic performance. The results can be used to fulfil the first phase of designing a persuasive system based on the Persuasive System Design (PSD) model which is to understand the issues behind a system.

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“…Learning encompasses many different skills and abilities and so there are many study behaviours that either have a positive or negative impact on learning performance. Previous research has thus sought to identify and categorise many of the types of study behaviours and strategies students typically adopt [12]. Two scales resulting from this previous work are the LASSI (Learning And Study Strategies Index) and the MSLQ (Motivated Strategies for Learning Questionnaire).…”

Section: Study Strategies and Behaviourmentioning

confidence: 99%

Modelling the impact of study behaviours on academic performance to inform the design of a persuasive system

Filippou

Cheong

2016

Information & Management

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Measuring Study Habits in Higher Education: The Way Forward?

Cited by 7 publications

References 24 publications

Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles

Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles

Understanding Students’ Motivation and Learning Strategies to Redesign Massive Open Online Courses based on Persuasive System Development

Modelling the impact of study behaviours on academic performance to inform the design of a persuasive system

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