Undergraduates’ learning experience and learning process: quantitative evidence from the East

Webster, Beverley; Chan, Wai-Kin; Prosser, Michael; Watkins, David

doi:10.1007/s10734-009-9200-6

Cited by 68 publications

(60 citation statements)

References 39 publications

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“…This result coincides with other research studies (Ginns & Ellis, 2007;Lizzio, Wilson, & Simons, 2002). Various authors (Watkins, 1983;Ginns & Ellis, 2007;Webster, Chan, Prosser & Watkins, 2009) have suggested that when students have positive perceptions of the learning environment, they tend to use a deeper learning approach and demonstrate higher academic achievement. It should be noted that the blended learning model should include a significant amount of independent work, and students' success depends on their self-management skills and their positive perceptions of the learning environment (Reisetter, Lapointe & Korcuska, 2007).…”

Section: Discussionsupporting

confidence: 90%

Educational Platforms and Learning Approaches in University Education

Vázquez-Martínez¹,

Alducin-Ochoa²

2014

ASS

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This study was conducted at the Superior Technical School of Construction Engineering of Seville (Spain) with students registered in the Materials I course who received academic training using blended learning methodology. Technical degree programs are characterized by a high dropout rate and academic underachievement. For that reason, the study aimed to assess the dominant learning approaches among these students, the relationship between leaning approaches and academic achievement, the relationship between learning approaches and the extent of WebCT platform use, and the influence of learning approaches on the students´ assessment of the platform. To identify students´ learning approaches, the R-SPQ-2F questionnaire developed by Biggs, Kember, and Leung (2001) was used. The students assessed the WebCT platform using an ad hoc PSEW questionnaire. The study was descriptive and used a correlational design. The study was conducted retroactively and measured variables that were not experimentally manipulated. The results indicate that the majority of the students have a low-intensity deep approach. The deep approach was more common among the female students than the male students, and the female students obtained higher scores on the deep motivation and deep strategy subscales. The dominant learning approach had no influence on academic achievement, but the dominant learning approach did influence the extent of WebCT platform use, as well as the students' assessments of the platform.

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Section: Discussionsupporting

confidence: 90%

Educational Platforms and Learning Approaches in University Education

Vázquez-Martínez¹,

Alducin-Ochoa²

2014

ASS

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“…It confirmed that deep learners have a positive attitude toward those teaching aids which let them have advanced academic achievement [12]. As Webster [41] proposed, a positive learning environment could facilitate students to adopt a deep learning approach.…”

Section: Implications For the Teaching And Learning And Conclusionmentioning

confidence: 78%

Prediction of Students’ Use and Acceptance of Clickers by Learning Approaches: A Cross-Sectional Observational Study

2017

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Abstract:The student response system (a.k.a clickers) had been widely used in classrooms for various pedagogical purposes these years. However, few of the studies examine students learning approaches toward both technology and engagement. The present study adopted a cross-sectional study method to investigate the relationship between students' user acceptance of clickers, learning approaches, and general engagement in the clicker classes. A group of 3371 university students were investigated by an online questionnaire that contained with Unified Theory of Use and Acceptance of Technology, Study Process Questionnaire, and National Survey of Student Engagement across a two-semester span in 2015 and 2016. A regression analysis had been adopted to examine the relationship between those variables. Results indicated that a deep learning approach significantly predicted all user acceptance domains towards using clickers and significantly predicted several engagement domains such as collaborative learning and reflective and integrative learning. We concluded that deep learners tend to share a constructive attitude toward using clickers, especially when their peers are also using the clickers. While deep learners prefer integration of knowledge and skills from various sources and experiences, we hypothesize that their willingness to integrate clicker activities in their learning process stems from seeing clickers as a medium for consolidation in the learning process. Future research is, therefore, necessary to provide more detailed evidence of the characteristic of deep learners on the qualitative arm or in a way of mixed research method.Keywords: unified theory of acceptance and use of technology (UTAUT); learning approaches; clickers; students' response system (SRS); blended learning; higher education BackgroundA paradigm shift towards an individualized [1] and constructivist approach [2] to learning have driven flourishing implementation and research [3][4][5] on the use of students' response systems in classroom settings. This simple technology replaces the traditional ways to collect student feedback and makes the classroom become a more interactive and engaging learning environment [6]. To promote student engagement, there is increased use of this effective tool in the classroom. Due to the reforming higher education system in Hong Kong, it is not difficult to discover the increasing large classes in various Hong Kong higher education institutions. The use of students' response system (SRS, a.k.a, clickers) in large classrooms has been established as an effective approach for facilitating students' engagement in active learning [7,8]. However, students have diverse motivations and different learning approaches-such as surface versus deep learning motives-that influence their learning attitudes and behaviors [9,10] in terms of need for cognition further learning exploration and enjoyment of learning in attitude towards literacy [11]. Those diverse learning motivations from students may result as a difference on thei...

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“…Una característica interesante del modelo 3P es que plantea que los aprendizajes que alcanzan los estudiantes responden a cómo perciben algunos elementos del contexto concreto en el que se encuentran, como la buena docencia, las metas y objetivos claros, la evaluación apropiada o la carga de trabajo apropiada, entre otros (Ginns & Ellis, 2009;Webster, Chan, Prosser & Watkins, 2009). Más específicamente, la investigación revela que la percepción de buena docencia y metas y objetivos claros presentan correlaciones directas con el uso de un enfoque profundo de aprendizaje, a diferencia de la percepción sobre la carga académica de trabajo y la evaluación, que presentan correlaciones con el aprendizaje superficial (Ramsden, 2003).…”

Section: Abstract: Validation Reliability Spq Ceq Chileunclassified

“…Para ejecutar el proceso de adaptación de los instrumentos, se consideraron las versiones en inglés utilizadas por Webster et al (2009) y Biggs, Kember y Leung (2001 del SPQ y el CEQ, respectivamente, y se contrastaron con las versiones traducidas y adaptadas al contexto chileno por González et al (2011).…”

Section: Instrumentosunclassified

Adaptación y Validación Preliminar del SPQ y el CEQ Para el Estudio de la Formación en Docencia Universitaria en el Contexto Chileno

Marchant

Fauré

Abricot

2016

Psykhe

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El estudio tuvo como objetivo adaptar y aportar evidencias preliminares de validez del Course Experience Questionnaire (CEQ) y el Study Process Questionnaire (SPQ) en el contexto de la formación en docencia universitaria. Se analizaron evidencias de validez de contenido mediante el juicio de 6 expertos, estructura interna a través de análisis factorial confirmatorio, correlación entre los instrumentos y consistencia interna de ambos instrumentos, a través de los coeficientes alfa y omega. La muestra por conveniencia estuvo compuesta por 686 estudiantes de una universidad de la Región Metropolitana de Chile. Se obtuvieron versiones revisadas y adecuadas lingüísticamente de los instrumentos, alto grado de acuerdo entre jueces sobre su contenido y evidencias a favor de la estructura de 2 factores del SPQ y 4 del CEQ. También se encontraron correlaciones teóricamente consistentes según el modelo 3P, donde, por ejemplo, aquellos estudiantes con un enfoque profundo de aprendizaje percibieron una buena enseñanza y metas y objetivos claros. Se discute la posibilidad de desarrollar argumentos a favor de la utilización del CEQ y el SPQ a partir de otro tipo de evidencias. Palabras clave: validación, consistencia interna, SPQ, CEQ, ChileThe aim of this study was to adapt the Course Experience Questionnaire (CEQ) and the Study Process Questionnaire (SPQ) and to provide preliminary evidence of their validity in the context of university teaching developmental programs. Content validity evidence was analyzed by 6 expert raters, internal structure was checked via confirmatory factor analysis, and internal consistency and correlation between the instruments were examined via alpha and omega coefficients. The convenience sample was composed of 686 students from a university located in the Metropolitan Region of Chile. Revised and linguistically adapted versions of the instruments were obtained. A high degree of agreement among the raters was observed regarding the contents of the instruments. The evidence obtained supported the 2-factor structure of the SPQ and the 4-factor structure of the CEQ. Also, theoretically consistent correlations were found according to the 3P model. For example, students with a deep learning approach perceived good teaching and clear objectives and goals. The possibility to develop arguments for the use of the CEQ and the SPQ based on other types of evidence is discussed. Keywords: validation, reliability, SPQ, CEQ, ChileDurante las últimas décadas, la educación superior ha pasado por una serie de cambios que han tenido como eje el énfasis en la mejora de los procesos de enseñanza y aprendizaje y el aseguramiento de la calidad (Longden, 2010). Por una parte, se ha pasado de un modelo educativo centrado principalmente en el docente a un modelo en el que se valoriza el papel protagónico y activo del alumno en la construcción de aprendizajes. Por otra, se ha puesto el énfasis en el aseguramiento de la calidad, lo que ha desembocado en la necesidad de contar con modelos conceptuales que permitan poner a pr...

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Undergraduates’ learning experience and learning process: quantitative evidence from the East

Cited by 68 publications

References 39 publications

Educational Platforms and Learning Approaches in University Education

Educational Platforms and Learning Approaches in University Education

Prediction of Students’ Use and Acceptance of Clickers by Learning Approaches: A Cross-Sectional Observational Study

Adaptación y Validación Preliminar del SPQ y el CEQ Para el Estudio de la Formación en Docencia Universitaria en el Contexto Chileno

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