Studying textbooks: Effects of learning styles, study task, and instruction

Beishuizen, J.J.; Stoutjesdijk, Evelien; Putten, Kees van

doi:10.1016/0959-4752(94)90009-4

Cited by 46 publications

(21 citation statements)

References 22 publications

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“…Research by Beishuizen, Stoutjesdijk & Van Putten 27 showed that university students who combined external regulation strategies with stepwise processing achieved good results in an experimental task. Those students who combined incompatible strategies, such as self-regulation strategies with stepwise processing, performed poorly on the task.…”

Section: Discussionmentioning

confidence: 99%

Pharmacy Students' Approaches to Learning in an Australian University

Smith¹,

Saini²,

Krass³

et al. 2007

Am J Pharm Educ

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Objectives. To investigate how pharmacy students' approaches to learning change over the duration of a bachelor of pharmacy degree program. Methods. Data were obtained from a cross-sectional, repeated measures design, using a validated self-report survey instrument. Areas examined included processing and regulation strategies, motivational preferences for learning, and the relationship between approaches to learning and academic performance.Results. Pharmacy students were strongly vocationally oriented in their studies across all year groups. This approach had a significant relationship to academic performance. Overall, students indicated a preference for external regulation strategies. There was little evidence of maturation in approaches to learning as students progressed through the curriculum. Conclusions. Students' preference for vocationally related strategies can be harnessed to increase both adoption of self-regulation behaviors and motivation for mastery of material. Comparison of our results with other studies indicates that approaches to learning may be influenced more by the learning environment than the discipline of study.

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Section: Discussionmentioning

confidence: 99%

Pharmacy Students' Approaches to Learning in an Australian University

Smith¹,

Saini²,

Krass³

et al. 2007

Am J Pharm Educ

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“…Previous research has related self-regulation to the deep approach, whereas external regulation has been linked to the surface approach (Beishuizen, Stoutjesdijk, & van Putten, 1994;Lonka & LindblomYlanne, 1996;Vennunt & van Rijswijk, 1988). According to Beishuizen et a!.…”

Section: Discussionmentioning

confidence: 99%

Dissonant study orchestrations of high-achieving university students

Lindblom‐Ylänne

Lonka

2000

Eur J Psychol Educ

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This study focuses on the dissonant study orchestrations of highachieving university students. Advanced psychology students' dissonant study orchestrations were compared with previous findings of advanced medical students orchestrations. Further, the relation of study orchestrations to study success was examined. The subjects were 28 advanced psychology students at the University of Helsinki, Department of Psychology who returned a task booklet of learning; of these, 24 students completed a questionnaire concentrating on the students' interests, expectations and evaluation of the curriculum. All students were high achievers who had gone through a demanding selection process. The subjects completed three questionnaires concentrating on their study practices, conceptions of knowledge, expectations, and evaluation of the instruction in the Department of Psychology. The results showed that seven out of28 students expressed a dissonant study orchestration. The results further showed that students' individual study orchestrations were not related to study success. A comparison between advanced medical and psychology students showed that although the profiles of dissonant study orchestrations were technically similar among medical and psychology students, content analyses revealed that reasons for the development of dissonant study orchestrations were different.

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“…However, self-regulation showed a moderate relationship with stepwise processing, while the latter is part of a reproduction-oriented learning style. The combination of self-regulation with stepwise processing has been shown to lead to low performances of students (Beishuizen et al 1994). On the other hand, deep processing does not completely exclude stepwise processing.…”

Section: Discussionmentioning

confidence: 99%

Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies

2008

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The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as well as their beliefs regarding their own (in)ability to learn and motivation to learn. Two hypothesized models were tested within 98 psychology students, using a structural equation modelling approach: The first model implemented regulation and processing variables of the Inventory of Learning Styles [ILS, Vermunt (Learning styles and regulation of learning in higher education -towards process-oriented instruction in autonomous thinking, 1992)], the second model of the Motivated Strategies for Learning Questionnaire [MSLQ, Pintrich and de Groot (Journal of Educational Psychology, 82, 33-40, 1990)]. Results showed that structural relations exist between conceptions of constructivist learning and regulation and processing strategies. Furthermore, students who express doubt with regard to their own learning capacities are at risk for adopting an inadequate regulation strategy. A three-tiered structure of conceptual, controlling, and operational level appeared valid for the MSLQ variables, but not entirely for those of the ILS.Education involves the interplay of learners, teachers, and learning environments. In contrast to a few decades ago, the learner has received a more central role. Students themselves decide to a larger extent what and how to learn and they actually need to take responsibility for their own learning in order to become more effective learners (e.g., Kuhn 2007). One view on learning that considers the learner as an active agent in the process of 123Instr Sci (2008) 36:445-462 DOI 10.1007 knowledge acquisition is constructivism. Constructivism is an umbrella term for various views on learning (Gijbels et al. 2006), which focus on how learners create meaning and which argue that this knowledge construction process requires active engagement of the learner. A working definition of constructivism could be: A theory of how we learn, grounded in philosophy, that has led to the development of several educational applications (e.g., problem-based learning). Constructivism is, however, embodied in numerous ways (e.g., Windschitl 2002). Nevertheless, most views share four core features or constructs that should be considered while creating learning environments for students. These constructs can be labelled as (1) knowledge construction, (2) cooperative learning, (3) selfregulated learning, and (4) the use of meaningful, authentic problems in education (e.g., Driscoll 2005; Marshall 1992). In short, knowledge construction refers to the use of prior knowledge when new information is interpreted. Second, cooperative learning embodies the idea that social interaction and negotiation can help learners in their knowledge acquisition process. A third construct...

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Studying textbooks: Effects of learning styles, study task, and instruction

Cited by 46 publications

References 22 publications

Pharmacy Students' Approaches to Learning in an Australian University

Pharmacy Students' Approaches to Learning in an Australian University

Dissonant study orchestrations of high-achieving university students

Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies

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