Learning styles and academic outcome: The validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting

Boyle, Elizabeth; Duffy, Timothy; Dunleavy, Karen

doi:10.1348/00070990360626976

Cited by 149 publications

(131 citation statements)

References 21 publications

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“…Results revealed a reasonable fit of the ILS model with the data. Previous studies have shown mixed results with regard to model fit of all ILS variables tested in a hypothesized structural model (e.g., Boyle et al 2003;Vermetten et al 1999). An explanation could lie in the partially mediated relationships, which will be discussed later on.…”

Section: Discussionmentioning

confidence: 97%

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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Section: Discussionmentioning

confidence: 97%

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

2008

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“…Los enfoques de aprendizaje fueron evaluados con una versión corta del cuestionario ASSIST (17) . Esta versión consta de un total de 18 preguntas, 6 para cada enfoque de aprendizaje, que se responden de acuerdo a la escala de Likert de 5 puntos (1= 'en desacuerdo' a 5 = 'de acuerdo') (6,8,18) .…”

Section: Métodosunclassified

Enfoques de aprendizaje y rendimiento académico en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos

Pastor¹,

Barrón²

2017

An Fac med

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Resumen Introducción. Cada año, miles de estudiantes de medicina se enfrentan al desafío de superar las asignaturas para adquirir las competencias para sus actividades profesionales. El éxito de la vida estudiantil en camino a la profesión depende de muchos factores incluyendo los enfoques de aprendizaje. Objetivo. Determinar los enfoques de aprendizaje predominantes de los estudiantes de medicina del primer año y su relación con el rendimiento académico. Diseño. Estudio observacional, descriptivo, de corte transversal, cuantitativo. Lugar. Facultad de Medicina, Universidad Nacional Mayor de San Marcos, Lima, Perú. Participantes. Estudiantes de la Facultad de Medicina. Intervenciones. A 130 estudiantes de la Facultad de Medicina matriculados en la asignatura de Biología celular y molecular, se aplicó una versión corta del cuestionario Approaches and Study Skills Inventory for Students (ASSIST) y se evaluó la relación de enfoques de aprendizaje con rendimiento académico. La asociación de las subescalas del cuestionario se evaluó mediante análisis factorial y la consistencia interna mediante análisis alfa de Cronbach. La relación de cada enfoque de aprendizaje y el rendimiento académico se evaluó mediante análisis de regresión. El efecto de la edad, sexo y sus interacciones con cada enfoque de aprendizaje se evaluó con la prueba ANOVA de dos vías. Principales medidas de resultados. Puntaje de los enfoques de aprendizaje profundo, estratégico y superficial. Resultados. El puntaje total de los enfoques de aprendizaje profundo, estratégico y superficial fueron 22,4, 20,4 y 15,4, respectivamente. Hubo correlación significativa entre la puntuación de exámenes teóricos y enfoque estratégico (p=0,004). No se encontraron diferencias con relación a edad y sexo. Conclusiones. El enfoque profundo fue el predominante en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos. Se encontró correlación significativa entre el enfoque estratégico y el rendimiento académico. Palabras clave. Enfoques de Aprendizaje; Cuestionario ASSIST; Estudiantes de Medicina; Rendimiento Académico. Abstract Introduction: Every year thousands of medical students face the challenge of overcoming academic subjects to acquire skills for their professional activities. The success of the student's life on the way to the profession depends on many factors including learning approaches. Objective: To determine the predominant learning approaches in the first year medical students and their relationship to academic achievement. Design: Observational, descriptive, quantitative study. Institution: Faculty of Medicine, Universidad Nacional Mayor de San Marcos, Lima, Peru. Participants: Medical students. Interventions: The short version of the questionnaire Approaches and Study Skills Inventory for Students (ASSIST) was applied to 130 first year medical students enrolled in the Cellular and Molecular Biology subject; the relationship of learning approaches with academic performance was evaluated. The association of the subscales w...

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“…One such study was conducted by Boyle, Duffy, and Dunleavy (2003) from a British university to test whether Vermunt's integrated model of learning could be generalised. The results showed that the meaning-directed learning style had a low positive association with academic performance, whereas the undirected learning style had a low negative association with academic performance (Boyle, Duffy, & Dunleavy, 2003). Other studies, for example Vanthournout et al (2012) and Komarraju et al (2012) have suggested that learning styles may influence academic performance.…”

Section: Learning Styles and Academic Performancementioning

confidence: 99%

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

Rowtho¹

2017

HES

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Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.

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Learning styles and academic outcome: The validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting

Abstract: Although the ILS did identify Vermunt's four learning styles, different learning environments influence the precise characteristics of each learning style.

Cited by 149 publications

References 21 publications

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

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

Enfoques de aprendizaje y rendimiento académico en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

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