Powerful learning environments? How university students differ in their response to instructional measures

Vermetten, Yvonne; Vermunt, Jan D.; Lodewijks, Hans G.

doi:10.1016/s0959-4752(01)00013-5

Cited by 148 publications

(117 citation statements)

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“…Applying this to the context of our study, this implies that oral presentationperformance is the result of the interaction of specific instructional interventions and student characteristics. Vermetten, Lodewijks and Vermunt (2002) suggest that a person's habitual way of learning and his learning conceptions influence his interpretation of the intervention.…”

Section: Person: Student Characteristicsmentioning

confidence: 99%

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

2009

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Although many educators help others to develop oral presentation skills, little research is available to direct the instructional design activities of these educators. In the present article an explorative study on university freshman is described, in which goal-setting, selfreflection, and several characteristics of the subjects during oral presentations were analysed.The research results emphasize the critical impact of motivational constructs, such as self-

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Section: Person: Student Characteristicsmentioning

confidence: 99%

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

2009

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“…Yet, perceptions being defined through the learner’s lens, this makes the educational context fairly complex to be defined and understood [52]. One of the most influencing factors seems to be students’ initial learning approach [53,54], that could be driven by their epistemological beliefs [55]. It impacts how students approach learning, whatever the characteristics of the course are, and seem to account for about 30% of the variance in students’ subsequent use of learning approaches [12].…”

Section: Discussionmentioning

confidence: 99%

“…It impacts how students approach learning, whatever the characteristics of the course are, and seem to account for about 30% of the variance in students’ subsequent use of learning approaches [12]. Moreover, the stronger the initial learning approaches, the less they may subsequently change according to the educational contexts (Gijbels 2008), since they influence the appreciation and use of elements of the educational context, reducing the impact of instructional measures [54]. For example, deep learners preferring educational contexts favouring understanding were more positive in their perception, seemed more suited to PBL than surface learners [56] and did not change their approach between a conventional and a PBL curriculum [12,54].…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, the stronger the initial learning approaches, the less they may subsequently change according to the educational contexts (Gijbels 2008), since they influence the appreciation and use of elements of the educational context, reducing the impact of instructional measures [54]. For example, deep learners preferring educational contexts favouring understanding were more positive in their perception, seemed more suited to PBL than surface learners [56] and did not change their approach between a conventional and a PBL curriculum [12,54]. Conversely, surface learners adapted their learning approaches in action learning (interactive lectures and group work) and utilized deeper strategies than in a conventional curriculum [54].…”

Section: Discussionmentioning

confidence: 99%

“…For example, deep learners preferring educational contexts favouring understanding were more positive in their perception, seemed more suited to PBL than surface learners [56] and did not change their approach between a conventional and a PBL curriculum [12,54]. Conversely, surface learners adapted their learning approaches in action learning (interactive lectures and group work) and utilized deeper strategies than in a conventional curriculum [54]. This suggests that future studies should include personal characteristics of students, in particular their initial learning profile that might influence their individual evolution of learning approaches during their study years.…”

Section: Discussionmentioning

confidence: 99%

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Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Gustin

Abbiati

Bonvin

et al. 2018

Medical Education Online

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Students’ approaches to learning are central to the process of learning. Previous research has revealed that influencing students’ approaches towards deep learning is a complex process and seems much more difficult than expected, even in student-activating learning environments. There is evidence that learning approaches are impacted not only by the learning environment, but also by how students perceive it. However the nature of the links between the environment itself, the way in which it is perceived by students and students’ learning approaches is poorly understood. This study aimed at investigating the relationships between students’ perception of their educational context and learning approaches in three learning environments differing by their teaching formats (lecture or problem-based-learning PBL) and integration level of the curriculum (traditional or integrated). We tested the hypothesis that a PBL format and an integrated curriculum are associated to deeper approaches to learning and that this is mediated by student perception. The study sample was constituted of 1394 medical students trained respectively in a traditional lecture-based (n = 295), in an integrated lecture-based (n = 612) and in an integrated PBL-based (n = 487) curricula. They completed a survey including the Dundee-Ready-Educational-Environment-Measure (students’ perceptions of the educational environment) and the Revised-Study-Process-Questionnaire (learning approaches). Data were analysed by path analysis. The model showed that the learning environment was related to students’ learning approaches by two paths, one direct and one mediated via students’ perception of their educational context. In the lecture-based curricula students’ used deeper approaches when it was integrated and both paths were cumulative. In the PBL-based curriculum students’ did not use deeper approaches than with lectures, due to opposite effects of both paths. This study suggested that an integrated lecture-based curriculum was as effective as a PBL curriculum in promoting students’ deep learning approaches, reinforcing the importance of integrating the curriculum before choosing the teaching format.

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Theorising student engagement in higher education

Kahn

2013

British Educational Res J

149

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Student engagement has become problematic following the rise of mass and universal forms of higher education. Significant attention has been devoted to identifying factors that are associated with higher levels of engagement, but it remains the case that the underlying reasons for student engagement and, indeed, the notion itself of 'student engagement' remain weakly theorised. In this article, we seek to develop the theoretical basis for student engagement in a way that highlights the student's own contribution. We explore how learning involves students taking responsibility for action in the face of uncertainty, whether in pursuit of personal or communal concerns. Drawing on perspectives primarily from realist social theory, we suggest that student engagement may be shaped by extended, restricted and fractured modes of reflexivity and co-reflexivity. In this way student engagement in higher education is theorised as a form of distributed agency, with the impact of a learning environment on this agency mediated by reflexivity. Reflexivity itself is further influenced by the tasks and social relations encountered by students in a given learning environment. The role that social relations play in students' responses to learning specifically offers a means to strengthen the moral basis for education. Our account provides an explanation as to why specific educational practices, such as those termed 'high impact', might lead to higher levels of student engagement within the wider context of a knowledge society. We thus offer insights towards new forms of educational practice and relations that have the potential to engage students more fully. education institutions evidently stand to gain a good deal from any capacity to foster an engaged student body.Research has also begun to identify specific educational practices that are particularly effective in engaging students. Studies using data from the National Survey of Student Engagement (NSSE) in the US, for instance, have been able to establish a set of practices that have a high impact on student engagement (Kuh & Schneider, 2008). While such an approach may assist in selecting educational practices, though, it leaves the underlying concept 'student engagement' relatively weakly theorised. Kuh and Schneider (2008), for instance, identified ways in which the level of academic challenge, the presence of active and collaborative learning, student-faculty interaction and a supportive campus environment contribute to student engagement, but without seeking to theorise how these elements work together to effect gains of various kinds. Such studies tend to emphasise the way in which student engagement is linked to given institutional or student characteristics, but Carini et al. (2006, p. 23) emphasises that only a relatively modest proportion of the variation in learning outcomes can be accounted for through measures of student engagement based on survey instruments. Coates (2006, p. 57) has argued that this framework from Kuh and Schneider (2008) is the most advanced exi...

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Powerful learning environments? How university students differ in their response to instructional measures

Cited by 148 publications

References 20 publications

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Theorising student engagement in higher education

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