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

Vermunt, Jan D.; Vermetten, Yvonne

doi:10.1007/s10648-004-0005-y

Cited by 460 publications

(451 citation statements)

References 40 publications

(61 reference statements)

Supporting

Mentioning

391

Contrasting

Unclassified

Order By: Relevance

“…Learning outcomes may constitute input for new learning processes. If the context changes, learning patterns may change as well (Vermunt and Vermetten 2004). To emphasize the dynamic nature of the model, all arrows between the elements are depicted as bidirectional.…”

Section: Theoretical Framework: the Learning Patterns Perspective On mentioning

confidence: 99%

“…In earlier publications, we used the term 'learning style' to denote this coordinating concept, but many people conceive learning style as an unchangeable human trait, deeply rooted in our personality or even biology (Coffield et al 2004;Evans and Vermunt 2013). For this reason, around 2004, we stopped using the term learning style and introduced the concept of learning pattern as a more dynamic term to refer to this interrelated whole of students' learning strategies, views, and motives (Vermunt and Vermetten 2004).…”

Section: Theoretical Framework: the Learning Patterns Perspective On mentioning

confidence: 99%

“…In our 2004 article in Educational Psychology Review, the research conducted until then on patterns in student learning, mostly in higher education, was reviewed. More specifically, the review focused on a series of studies that had in common the use of the Inventory of Learning Styles (ILS), an instrument measuring four components of student learning patterns, and an integrative learning theory focusing on the interplay between self-regulation and external regulation of learning processes as a theoretical framework (Vermunt and Vermetten 2004).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

2017

Self Cite

View full text Add to dashboard Cite

The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section, new evidence on internal and external relationships of learning patterns is reviewed. Four themes are covered here: the dimensionality and the internal relationships of learning patterns and relationships of learning patterns with personal, contextual, and outcome variables. In the second section, new directions in learning patterns research are examined. These include studies on learning patterns in new international contexts and populations, longitudinal development of learning patterns over time, methodological advances in learning patterns research, and studies on fostering the quality of students' learning patterns. Next, relationships with adjacent theories on student learning are discussed, the learning patterns perspective is critically examined, and pathways are derived to move the model forward. Finally, future conceptual and methodological directions for learning patterns research are derived.

show abstract

Section: Theoretical Framework: the Learning Patterns Perspective On mentioning

confidence: 99%

Section: Theoretical Framework: the Learning Patterns Perspective On mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

2017

Self Cite

View full text Add to dashboard Cite

show abstract

“…Since learning conceptions are to a certain degree context-dependent, it is relevant to take the knowledge domain into account when studying learning conceptions (Bakx, Van der Sanden, Sijtsma, Croon & Vermetten, 2006;Eklund, 1998;Vermunt & Vermetten, 2004). Pintrich (2003) has emphasized the central role of motivation when investigating learning and teaching.…”

Section: Person: Student Characteristicsmentioning

confidence: 99%

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

2009

View full text Add to dashboard Cite

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-

show abstract

“…However, the relationship between memorizing and understanding has been shown to be more complex, and students aiming for a deep understanding have also been found to use memorization as a learning strategy (Kember 1996;Entwistle and Entwistle 2003;Marton, Wen, and Wong 2005). Other researchers described student learning patterns more broadly, including aspects such as study strategies, conceptions and regulation of learning (Vermunt 2005, Vermunt andVermetten 2004;Lonka and Lindblom-Ylänne 1996). These studies show four different learning patterns that students adopt in relation to specific learning environments: meaning-directed, reproduction-directed, application-directed and undirected learning patterns.…”

Section: Abstract: Deep Learning Course Experience Forms Of Understmentioning

confidence: 99%

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

Weurlander

Scheja

Hult

et al. 2014

Studies in Higher Education

View full text Add to dashboard Cite

PostprintThis is the accepted version of a paper published in Studies in Higher Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. Citation for the original published paper (version of record):Weurlander, M., Scheja, M., Hult, H., Wernerson, A. (2016) The struggle to understand: Exploring medical students' experiences of learning and understanding during a university course. Studies in Higher Education AbstractThe aim was to explore students' 'journey' towards conceptual understanding during an undergraduate course. The task that medical students face -to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame -is demanding. Seven students were interviewed in a group, and seventeen students gave their reflections in writing. Data was gathered from both groups on five separate occasions. Our findings suggest that students seek different kinds of understandings as they get to grips with their studies. The forms of understanding were: understanding as 'knowing the language', 'knowing the map', 'knowing the catalogue' and as 'experiencing an integrated whole'. Students first appeared to focus on the first two forms, and later in the course, as they learned more, they focused on the 'catalogue' or the 'integrated whole'. Our findings point to potential pathways students might take towards gaining deeper understanding. Keywords: deep learning, course experience, forms of understanding, approach to learning, medical educationThe struggle to understand 3 Introduction Learning is a complex and multifaceted phenomenon that has intrigued both researchers and educators for a long time. Since the 1970s, researchers have explored learning from the learner's perspective, which has revealed new insights into students' learning. Marton and colleagues found two main approaches that students adopted: the surface and the deep approaches to learning (Marton and Säljö 1976a, 1976b. The intention students have with their studies seems to have a major influence on their learning (Entwistle and Peterson 2004;Entwistle 2009). A surface approach has been associated with an intention to memorize and reproduce learning material in order to meet the assessment requirements. In contrast, students who approached their learning with an intention to understand, wanted to learn for their own sake, looked for the underlying meaning in the task or text, related new information with prior knowledge, and were also more likely to reach a deep understanding. However, the relationship between memorizing and understanding has been shown to be more complex, and students aiming for a deep understanding have also been found to use memorization as a learning strategy (Kember 1996;Entwistle and Entwistle 2003;Marton, Wen, and Wong 2005). Other researchers described student learning patterns more broadly, including aspects such as study strategies, conceptions and regulation of learning (Vermunt 2005, Vermunt andVermetten 2004;...

show abstract

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

Cited by 460 publications

References 40 publications

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

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

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

Contact Info

Product

Resources

About