Evaluating the effectiveness of educational innovations: Using the study process questionnaire to show that meaningful learning occurs

Kember, David; Charlesworth, Margaret; Davies, Howard; McKay, Jan; Stott, Vanessa

doi:10.1016/s0191-491x(97)00009-6

Cited by 86 publications

(77 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In general, these generic competences can be described as critical thinking, an aptitude for self management, learning, reflective thinking and the ability to solve novel and complex problems (Kember et al 1997;Segers et al 2006;Tynjälä 1999). Although these are important aims of higher education today, it seems that graduates frequently lack these qualities (Kember et al 1997).…”

mentioning

confidence: 99%

The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education

et al. 2010

View full text Add to dashboard Cite

Researchers have tried to induce a deeper approach to learning by means of student-centred learning environments. Findings did not always confirm the positive hypotheses. This has given rise to the question as to what the discouraging or encouraging factors are for inducing a deep approach to learning. The aim of this research study is to determine whether perceived workload and task complexity are discouraging or encouraging factors. In addition, these relationships will be investigated under different induced conditions which offer the potential to deepen our understanding of the nature of the investigated relationships. Participants were 128 second year Bachelor level students in educational sciences. After an introduction with the theory, students were given four tasks with various workloads and task complexities after which they filled out questionnaires on learning approaches, perceived workload and perceived task complexity. For every task, correlations and multiple stepwise regressions were calculated. The information from the interviews was used to support and illustrate the results of quantitative analyses. In general, results show no significant relationship between perceived workload and students' approaches to learning. For perceived task complexity, it was found that a perceived lack of information is a discouraging factor for inducing a deep learning approach. A lack of information consistently increases students' surface approaches to learning regardless of the induced workload and task complexity.Successful functioning in a continuously changing society demands more than a basic knowledge and understanding of a domain of study and specific learning methods such as problem-based learning or team learning Gijbels 2007). Higher education has been criticised for not developing the competences specific for professional Eur J Psychol Educ (2011) 26:393-415

show abstract

mentioning

confidence: 99%

The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education

et al. 2010

View full text Add to dashboard Cite

show abstract

“…Correspondingly Guay et al (2008) suggest that some motivations could be related to knowledge areas. Given that both motivation for learning and approaches to learning, are important predictors of students' learning outcomes and competences (e.g., Deci and Ryan, 2004;Kember et al, 1997;Trigwell and Prosser, 1991), and can influence the perception of contextual characteristics of the learning environment (Kyndt et al, 2011b).…”

Section: Approaches To Learning and Motivation: Comparative Analysesmentioning

confidence: 99%

“…The level of involvement will be influenced by the motivations of the students and the ways in which they are willing to manage learning tasks (approaches to learning). Kyndt et al (2011b) highlighted the rationale for studying both characteristics: it has been shown that motivation for learning and approaches to learning are both important predictors of students' learning outcomes and competences (see for example Deci and Ryan, 2004;Kember et al, 1997;Trigwell and Prosser, 1991). They developed the hypothesis that motivation for learning can influence the perception of contextual characteristics of the learning environment and therefore can also have an indirect influence on students' approaches to learning.…”

Section: Introductionmentioning

confidence: 99%

Vocation, motivation and approaches to learning: a comparative study

Montaño

Fernández-Polvillo

Hassall

et al. 2015

Education + Training

View full text Add to dashboard Cite

Purpose – The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components. Design/methodology/approach – Self-Determination Theory (SDT) and approaches to learning framework were used as theoretical background. Questionnaires were used to generate data. The sample was composed by 270 students enroled on differing degrees in term of motivation (accounting and nursing). Findings – The results reveal differences in the approaches to learning and motivation between nursing and accounting students. Nursing degree seem to attract more internally motivated students, presenting significantly higher scores in terms of deep approach and lower scores on surface approach. Significant relationships where found between motivation and approaches. Research limitations/implications – Data are obtained from students studying at a specific university in two degrees. Practical implications – The result suggest that different degrees could attract students with different motivations and approaches to learning. Educators must be aware of which type of students are being attracted to their classrooms, because the inconsistencies between the students’ motives and approaches, the way the contents are presented, the pedagogy and the assessment system could result in poorer learning and failure to transfer or sustain innovations. Originality/value – This paper adds to the very scarce literature linking motivation and approaches. The implications for curriculum design and delivery and specifically for assessment design are of interest for educators.

show abstract

“…In general, deep learners tend to explore the topic to its greatest extent (von Stumm & Furnham, 2012). A deep learning strategy is usually followed by success, high quality learning outcomes (Trigwell & Prosser, 1991), elaborating ideas, problem solving, critical thinking and self-management (Biggs, 1987;Kember, Charlesworth, Dabies, Mackay, & Scott, 1997). It is associated with linking and integrating one concept with another (Biggs, 1987), as well as with students' intention to fully understand the text, concentrate on different aspects of the material, and seek relevant links between the new material, everyday life, and personal experiences.…”

Section: Learning Strategiesmentioning

confidence: 99%

Students’ Perceptions on MOOCs: An Exploratory Study

Aharony

Bar‐Ilan

2016

IJELL

View full text Add to dashboard Cite

MOOCs are open, online courses that use information technologies to enhance the learning experience and attract various people from the entire world. The current study uses the Technology Acceptance Model (TAM), as well as personal characteristics such as learning strategies, cognitive appraisal, and Kuhlthau's (1991) model of information seeking as theoretical bases for defining factors that may influence students adopting MOOCs in their learning process, as well as describe their feelings during the learning process. The study was conducted in Israel during the 2014 academic year, and used both quantitative and qualitative techniques and involved 102 students who participated in a MOOC as part of the requirements in an offline course. They were requested to keep study diaries. The quantitative analysis revealed that perceived usefulness (PU) and perceived ease of use (PEOU) have a major influence on the intention to enroll in a MOOC. PEOU can be increased by improving the current MOOC platforms. PU can also be improved by providing content that suits the students' needs. The qualitative analysis showed mood changes over time; the feelings of uncertainty were replaced by expressions of confidence. We found that students have different needs and expectations. Therefore, the MOOC's platforms should provide multiple options to accommodate these needs.

show abstract

Evaluating the effectiveness of educational innovations: Using the study process questionnaire to show that meaningful learning occurs

Cited by 86 publications

References 20 publications

The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education

The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education

Vocation, motivation and approaches to learning: a comparative study

Students’ Perceptions on MOOCs: An Exploratory Study

Contact Info

Product

Resources

About