Student failure: Disintegrated patterns of study strategies and perceptions of the learning environment

Abstract

Data describing students' study orientations, in relation to their evaluations of courses and their preferences for different kinds of learning environment, are reanalysed in the light of recent suggestions that failing students perceive their learning context in atypical ways. Factor analysis and unfolding analysis demonstrate that failing students show inter-relationships between study orientations and preferences for learning environments which point to a disintegration of the coherent patterns previously reported in the full achievement range. The implications of such a disintegration of coherent patterns of perceptions are discussed in the light of case studies of individual students.

Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators

“…Difficulties in the use of metacognitive skills were also reported for students with clearly dissonant study orchestrations, both by Lindblom-Ylänne (2003) and by Cano (2007), in a study of high-school students. In addition to these factors, studies have shown that dissonant study orchestrations have been associated with low study success (Cano, 2007;Entwistle, Meyer, & Tait, 1991;Lindblom-Ylänne & Lonka, 1999).…”

Una experiencia de medición de la carga de trabajo percibida por los estudiantes para facilitar la coordinación horizontal

“…Su interés radica en la comprobación de que es la percepción del contexto académico, y no el propio contexto, lo que condiciona el aprendizaje (Entwistle et al, 1991). La percepción de la carga de trabajo no depende tanto de las horas de trabajo reales (Kember, 2004) como del entorno, de la motivación y del interés que suscita la asignatura en el estudiante; también parece poco relacionada con la valoración que hacen los estudiantes de la labor del profesorado (Dee, 2007).…”

Validade incremental da Escala de Abordagens de Aprendizagem (EABAP)

“…Já a abordagem superficial (AS) indica que a interação sujeito-objeto é pobre, superficial e de baixa qualidade (Biggs, 1987a;Entwistle & Ramsden, 1983;Riding & Rayner, 1998;Struyven, Dochy, Janssens, & Gielen, 2006;Vermunt & Vermetten, 2004;Wild & Quinn, 1998). O termo abordagem é usado nesta tradição ao invés de estratégia à aprendizagem, na medida em que a abordagem é entendida como uma mistura indissociada de estratégias de aprendizagem e motivações para aprender (Entwistle, McCune, & Walker, 2001;Entwistle, Meyer, & Tait, 1991;Entwistle & Ramsden, 1983;Struyven et al, 2006;Vermunt & Vermetten, 2004).…”