What you do is less important than how you do it: the effects of learning environment on student outcomes

Bonem, Emily; Fedesco, Heather N.; Zissimopoulos, Angelika

doi:10.1007/s10984-019-09289-8

Cited by 45 publications

(30 citation statements)

References 27 publications

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“…Surveys of physics students indicate they prefer face-to-face instruction possibly due to perceived difficulty learning mathematics-based concepts remotely (Ramlo, 2016). A recent large-scale, multi-discipline study reported that active learning was significantly associated with course grades, but the association of student perception of autonomy-supportive learning environments with grades was twice as strong, indicating that the quality of interaction with the instructor may be more important than teaching techniques (Bonem et al, 2020). It is likely that productive engagement with difficult subjects like biomechanics and physics interact with student's beliefs, life circumstances (Hsieh & Knudson, 2018), and instructional interactions.…”

Section: Discussionmentioning

confidence: 99%

A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics

Knudson

2020

Sports Biomechanics

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This study documents student engagement in face-to-face low-tech active learning and student perceptions of emergency remote instruction due to the COVID-19 pandemic in introductory biomechanics. Students in two classes received 8 weeks of face-to-face instruction with five low-tech active learning techniques and then received 6 weeks of emergency remote, online instruction. Learning was measured using pre-test and post-test administrations of the biomechanics concept inventory (BCI). A survey of engagement in active learning with additional questions on active learning and online instruction were collected with the post-test. No student perceptions of engagement in active learning or online instruction were correlated with learning measured by normalised gain. Student's perception of the 'value of group activity' factor from survey was significantly correlated (r 2 = 12%) with the number of students typically in active learning groups. There was a significant correlation (r 2 = 46%) between student perception of reading the textbook before online video lessons and perception of value of the video lessons in the online portion of the course. Most students (59%) preferred face-to-face instruction in biomechanics. While up to 28% of students may have reported resistance to group-based active learning, low-tech active learning significantly improved mastery of biomechanics concepts above levels previously reported for lecture alone.

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Section: Discussionmentioning

confidence: 99%

A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics

Knudson

2020

Sports Biomechanics

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“…For example, in a study using the CEQ, higher perceived workload was previously found to be directly associated with poorer study performance [24]. Another study, in which a different learning environment measure was used, found higher teacher support for student autonomy to be associated with better performance [20]. In our study, however, no associations between learning environment factors and study performance were found, implying that variations in academic performance were essentially unrelated to how the students perceived the learning environment.…”

Section: Discussionmentioning

confidence: 98%

“…In fact, studies have demonstrated associations between learning environment factors and students' use of study approaches [24][25][26][27][28]33], suggesting that learning environment factors may in uence academic performance indirectly by in uencing study behaviors. In addition, their relationship to students' satisfaction with courses and study programs [20,22] and students' well-being [23] strongly suggest that they are important for several good reasons.…”

Section: Discussionmentioning

confidence: 99%

“…The learning environment generally refers to the educational approaches, cultural contexts and physical settings in which teaching and learning takes place. The perceived quality of the learning environment has been shown to have a direct impact on students' learning and exam results [18][19][20][21], as well as students' satisfaction with the course or study program [20,22] and students' personal well-being [23].…”

Section: Introductionmentioning

confidence: 99%

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Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

Bonsaksen

Magne

Stigen

et al. 2020

Preprint

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Background: Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective: This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying and perceptions of the learning environment. Method: A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results: None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion: The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.

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“…Concerning the modality of academic programs, in all of them, students need regulate their learning process, but some research has found that educational environments offering high flexibility degrees, as it occurs in virtual programs, provide greater opportunities to make decisions independently (Sauerwein, 2017;Yuan and Kim, 2018;Bonem et al, 2019), and make learners assume regulatory behaviors to obtain an impact on their achievement and performance (Cazan, 2014;Roddy et al, 2017). This is reinforced by Mostrom and Blumberg (2012) and Ryan and Deci (2017), who claim that self-regulatory learning behavior is important in off-campus programs and is associated with higher academic performance when it is compared to more controlled environments, as face-to-face programs.…”

Section: Academic Performance and Autonomy: School And Students Factorsmentioning

confidence: 99%

Financial Independence and Academic Achievement: Are There Key Factors of Transition to Adulthood for Young Higher Education Students in Colombia?

et al. 2020

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Autonomy is conceptualized as the need for agency, self-actualization, and independence. Nowadays, financial independence and academic achievement for young populations may be considered as key aspects in the transition to adulthood in response to some contextual demands of different cultural environments. By means of a multi-level model, the present study aims to determine the influence and contribution of factors at individual level (e.g., sex, age, socioeconomic status, family financial support, awarded scholarships, personal finance, student loans) and school level (e.g., program quality, online programs, face to face programs) on the academic achievement of young higher education Colombian students. Data come from the scores of the national standardized academic achievement test administered in 2018 in Colombia. The sample included 234,386 students enrolled in 3,389 higher education institutions in Colombia. After controlling the effects of program quality, and the student's previous academic abilities and socioeconomic conditions, results showed that students with scholarships had higher scores than financially dependent students (those who had student loans) and financially independent students (those who self-funded their studies or who worked during the week) who had low scores in the national standardized academic achievement test.

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What you do is less important than how you do it: the effects of learning environment on student outcomes

Cited by 45 publications

References 27 publications

A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics

A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics

Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

Financial Independence and Academic Achievement: Are There Key Factors of Transition to Adulthood for Young Higher Education Students in Colombia?

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