Implementing process-based instruction in regular university teaching: Conceptual, methodological and practical issues

Abstract

This paper reports an experimental fi eld study aimed at examining whether a process-oriented form of instru ction (combining program p lanning and interactive teaching) which produced outstanding results when implemented by a tutor/researcher (see could be used successfully by regular university tutors given detailed guidelines but minimal training. A second aim of the study was to establish the respective contribution of the two sub-compon ents of the instructional package. The results ofthe study were inconclusive and raise a number of conceptual, methodological and practical issues. As in the initial study, expe rimental students were more satisfied with their learning arid for those who had the choice, more inclined to undertake further studies in comp uting but the interv ention did not affect students ' achievement. The results of the study are discussed in relation to the earlier work, and suggestions are made for bridging the gap between educational research and educational pra ctice in higher education.

Congruence and friction between learning and teaching

“…The combined use of these principles may well represent a very powerful learning environment. Recent studies by Volet et al (1995), Vermunt (1995), Lonka (1997), and Schatteman, Carette, Couder and Eisendrath (1997) clearly demonstrate the importance of process-oriented teaching models at the university level.…”

“…This type of teaching is named process-oriented, because it focuses on the processes of knowledge construction and utilization (e.g. Applebee & Langer, 1983;Volet et al, 1995;Vermunt, 1995).…”

“…Elsewhere, principles of process-oriented teaching are discussed more extensively (e.g. Vermunt, 1995;Volet et al, 1995). Here, we will focus on the implications for the roles of teachers in regulating students' learning processes.…”

Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations

“…Once these strategies had become more automatized, the students were rapidly rewarded with qualitatively better learning processes. Volet et al (1995) studied the effects on learning strategies and exam results of process-oriented instructional principles built into regular university courses in computer science in Australia. Masui and DeCorte (1999) applied similar principles to first-year university studies in Belgium, with a focus on improving students' use of orienting and self-judging regulation activities.…”

Developing science students’ metacognitive problem solving skills online

“…The literature attests to the fact that even at tertiary level, few students appear to have developed expert problem solving skills that enable them to cope effectively with learning independently and effectively in the sciences (Volet et al, 1995;Everson & Tobias, 1998;Gourgey, 1998). There is little planning, checking of answers or understanding of the meaning of the answers obtained.…”