Individual differences that affect the way students approach learning

Schmeck, Ronald R.; Geisler‐Brenstein, Elke

doi:10.1016/1041-6080(89)90011-3

Cited by 31 publications

(17 citation statements)

References 77 publications

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“…Thus, students with a reproduction directed learning style often refer to secondary education as an explanation for their way of learning. The more experience and skill students get with a certain learning style, the more it is executed under internal control (compare Schmeck & Geisler-Brenstein, 1989). They continue to adopt this style until they experience friction between it and the demands of, for example, higher education, or until they get dissatisfied with it for another reason.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis

1996

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Abstract. This paper addresses the following questions: how do students perform metacognitive, cognitive and affective learning functions; how is the execution of learning functions regulated by internal and external sources; what learning styles can be discerned from the viewpoint of learning functions and regulation? Subjects were students from an open distance university and a regular university. They were interviewed extensively about their learning strategies, mental models of learning, learning orientations and interpretations and appraisals of instructional measures. The interviews were analyzed in a phenomenographic way. The results indicate that there are large differences among students in the manner in which they carry out learning functions, that these differences are associated with internal and external sources, and that four qualitatively different learning styles can be discerned: an undirected, a reproduction directed, a meaning directed and an application directed learning style. Mental models of learning and learning orientations turn out to be related to the way in which students interpret, appraise and use instructional measures to regulate their learning activities. It is concluded that in many instances instructional measures do not have the intended effects. Suggestions are given regarding the implications of these results for the improvement of teaching practices in higher education.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis

1996

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“…During processing the information, the information found is studied thoroughly. This means that information found is (again) selected, analyzed in-depth, related to prior knowledge and (re)structured in order to reach deep understanding (see Dochy, 1993; Information Problem Solving 8 Schmeck & Geisler-Brenstein, 1989). While processing information, the relevance and quality of the information is continuously examined and related to the problem stated.…”

Section: Information Problem Solving 3 Information Problem Solving Bymentioning

confidence: 99%

Information problem solving by experts and novices: analysis of a complex cognitive skill

Brand‐Gruwel

Wopereis

Vermetten

2005

Computers in Human Behavior

301

227

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confidence: 99%

“…Reading the site carefully is part of the constituent skill process information. The goal is to reach a deep understanding of the information (Dochy, 1993;Schmeck & Geisler-Brenstein, 1989) and reaching an integration of the different pieces of information found and relevant prior knowledge so that the information problem can be solved (Wopereis, Brand-Gruwel & Vermetten, this issue).Making the product as required in the task is the goal of the constituent skill organize and present information. Several products are possible: a presentation or a poster, or, as in our example, a text document such as an essay.…”

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confidence: 99%

Information-problem solving: A review of problems students encounter and instructional solutions

Walraven

Brand‐Gruwel

Boshuizen

2008

Computers in Human Behavior

169

118

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Searching and processing information is a complex cognitive process that requires students to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources.This process is called information-problem solving (IPS). IPS can be characterized as a complex cognitive skill, which may need direct instruction to reach high levels of performance. However, IPS has been given little attention in schools, and instruction in this skill is rarely embedded in curricula. And yet, by giving students assignments in which students have to solve an information-based problem, teachers assume that their pupils have developed this skill naturally.A literature study was done to determine what kinds of problems students experience when solving information problems using the WWW for searching information, and what kind of instructional support can help to solve these problems. Results show that children, teenagers and adults have trouble with specifying search terms, judging search results and judging source and information. Regulating the search process is also problematic. Instruction designed specifically for IPS using the WWW for searching information is rare but indeed addresses the problematic skills. However, there are differences between various methods and it is unclear which method is most effective for specific age groups. Information Problem Solving 3 Information Problem Solving: A Review of Problems Students Encounter and Instructional SolutionsOur current society is an information society. Recent technological developments such as mobile communication, GPS, and the Internet provide us with large bodies of information every day. It is up to us to decide what to do with all this information. One could decide to ignore it altogether, but this will almost certainly result in alienation from society. A more fruitful approach might be to regularly gain access to new information. This approach requires people to identify their information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources into cogent, productive uses (Bawden, 2001;Eisenberg & Berkowitz, 1990, 1992Marchionini, 1999;Moore, 1995Moore, , 1997Shapiro & Hughes, 1996;Spitzer, 2000). Together these activities constitute a process that we refer to as InformationProblem Solving (IPS).IPS is not only important in everyday life, but also in education. In the last decade educational systems have undergone changes. Instead of a system aiming at the reproduction of knowledge, new learning is aiming at learning outcomes that are durable, flexible, functional, meaningful, and applicable. Active pedagogical methods, in which students learn by doing instead of listening and in which the teacher has a guiding role, fit this new learning (Simons, Van der Linden, & Duffy, 2000). Students are given assignments, such as writing an essay on Tibet, that ...

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Individual differences that affect the way students approach learning

Cited by 31 publications

References 77 publications

Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis

Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis

Information problem solving by experts and novices: analysis of a complex cognitive skill

Information-problem solving: A review of problems students encounter and instructional solutions

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