Can we Relate Conceptions of Learning to Student Academic Achievement?

McLean, Michelle

doi:10.1080/13562510123939

Cited by 22 publications

(30 citation statements)

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“…La « chose même » n'est pas investie. À l'appui de cette hypothèse, des études récentes montrent, à partir d'un tout autre cadre théorique, que les taux de réussite croissent au fur et à mesure que les conceptions de l'apprentissage des étudiants se rapprochent de celles qui sont privilégiées par le modèle universitaire classique : apprendre, c'est construire une compréhension, dégager du sens, s'ouvrir l'esprit de manière à « lire le monde » d'une nouvelle façon (McLean, 2001 It is generally considered that a student who makes his higher education choice in function of a well-thought out personal career project, maximizes his chances for success. This study examined this relationship from an empirical and critical perspective.…”

Section: Comment Les éTudiants Choisissent-ils Leur Filière D'études ?unclassified

Project Injunction: A contradictory and ungrounded double binding dilemma? A longitudinal approach to choice in higher education vocational guidance

Biémar¹,

Philippe²,

Romainville³

2003

osp

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Section: Comment Les éTudiants Choisissent-ils Leur Filière D'études ?unclassified

Project Injunction: A contradictory and ungrounded double binding dilemma? A longitudinal approach to choice in higher education vocational guidance

Biémar¹,

Philippe²,

Romainville³

2003

osp

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“…In this study we explored the quality of learning of second year medical students in an anatomy dissection programme by drawing on the six category framework of Marton et al (1993) which had been adapted by McLean (2001) (Table I).…”

Section: Student Conceptions and Learningmentioning

confidence: 99%

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

Wyk

Rennie

2015

Int. J. Morphol.

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SUMMARY:The debate on how best to teach anatomy and the central role of cadaveric dissections in medical training remains topical even today. Despite the use of a variety of teaching methodologies e.g. prosected specimens, plastinated specimens, cadaveric dissection and computer-assisted learning, the amount of time dedicated to a full body human dissection programme, its clinical relevance and whether it promotes deeper learning has become a bone of contention in problem-based learning context. The implementation of student centred, PBL curricula means that students' learning is autonomous, and studies suggest the link between students' approaches to learning with their perceptions of their learning environment. Therefore, this study explored the perceptions of an educationally diverse medical student cohort in a 5 year problem-based learning programme who learned anatomy through the dissection method, elaborating on the value of this subject to their medical studies. Quantitative and qualitative data was collected and thematically analysed. One hundred students of the MBChB2 cohort (44%) completed the questionnaire. The majority of the respondents (70%) reported a positive experience during anatomical dissection in terms of visual and clinical application whilst gaining anatomy understanding and skill. Students with prior educational qualifications (mature) and first time school leavers voiced similar complaints. Student responses differed qualitatively on how they benefitted from the dissection. This study confirms that dissection remains an effective method for basic anatomy teaching even in PBL contexts. It concludes with strategies to enhance the learning experiences of educationally diverse students.

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“…Therefore, conceptions of learning now constitute an important component of research on student learning (Vermunt 2007). The result is a large number of studies relating students' conceptions of knowledge (i.e., epistemologies) and conceptions of learning to other aspects of learning such as cognitive processing strategies (e.g., Vermunt 1996), regulation strategies (e.g., Purdie et al 1996), motivation (e.g., Pintrich and Zusho 2002), and learning outcomes (e.g., McLean 2001). Those studies examined students' conceptions of learning, using existing taxonomies (e.g., qualitative categorisation by Marton et al 1993) and focused on learning in general.…”

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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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Can we Relate Conceptions of Learning to Student Academic Achievement?

Cited by 22 publications

References 0 publications

Project Injunction: A contradictory and ungrounded double binding dilemma? A longitudinal approach to choice in higher education vocational guidance

Project Injunction: A contradictory and ungrounded double binding dilemma? A longitudinal approach to choice in higher education vocational guidance

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

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

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