On the dynamics of students' approaches to learning: The effects of the teaching/learning environment

Struyven, Katrien; Dochy, Filip; Janssens, Steven; Gielen, Sarah

doi:10.1016/j.learninstruc.2006.07.001

Cited by 208 publications

(163 citation statements)

References 42 publications

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“…A previous qualitative analysis of our students’ comments revealed that the perceived workload, the insufficiently aligned assessment and the absence of a counterbalanced role of teachers were the factors driving the learners away from the deep learning planned with PBL (unpublished results). In addition, the complexity and time-consuming learning activities required in PBL sessions [48] and the demands of the deep learning approach over the surface approach could induce students to revert over the years to a more expedient, superficial and hence less demanding approach to learning [9,11,12]. …”

Section: Discussionmentioning

confidence: 99%

“…Thereafter, much effort has been given on fostering deep approaches to learning in order to promote deep and meaningful learning in particular through student-centred teaching methods [9]. More recently, approaches to learning were shown not to be a stable psychological trait [9] knowing that students can adopt one approach or the other depending on the educational context in which they are learning [4,10]. However, fostering a deep approach has revealed quite difficult [11,12].…”

Section: Introductionmentioning

confidence: 99%

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Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Gustin

Abbiati

Bonvin

et al. 2018

Medical Education Online

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Students’ approaches to learning are central to the process of learning. Previous research has revealed that influencing students’ approaches towards deep learning is a complex process and seems much more difficult than expected, even in student-activating learning environments. There is evidence that learning approaches are impacted not only by the learning environment, but also by how students perceive it. However the nature of the links between the environment itself, the way in which it is perceived by students and students’ learning approaches is poorly understood. This study aimed at investigating the relationships between students’ perception of their educational context and learning approaches in three learning environments differing by their teaching formats (lecture or problem-based-learning PBL) and integration level of the curriculum (traditional or integrated). We tested the hypothesis that a PBL format and an integrated curriculum are associated to deeper approaches to learning and that this is mediated by student perception. The study sample was constituted of 1394 medical students trained respectively in a traditional lecture-based (n = 295), in an integrated lecture-based (n = 612) and in an integrated PBL-based (n = 487) curricula. They completed a survey including the Dundee-Ready-Educational-Environment-Measure (students’ perceptions of the educational environment) and the Revised-Study-Process-Questionnaire (learning approaches). Data were analysed by path analysis. The model showed that the learning environment was related to students’ learning approaches by two paths, one direct and one mediated via students’ perception of their educational context. In the lecture-based curricula students’ used deeper approaches when it was integrated and both paths were cumulative. In the PBL-based curriculum students’ did not use deeper approaches than with lectures, due to opposite effects of both paths. This study suggested that an integrated lecture-based curriculum was as effective as a PBL curriculum in promoting students’ deep learning approaches, reinforcing the importance of integrating the curriculum before choosing the teaching format.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Gustin

Abbiati

Bonvin

et al. 2018

Medical Education Online

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“…The former characterizes a passive and limited interaction between the subject and the object of knowledge. The latter represents an active posture of the subject within the learning process, building connections, looking for better comprehension and construction of personal meaning when dealing with knowledge (Biggs, 1987a;Entwistle & Ramsden, 1983;Struyven, Dochy, Janssens, & Gielen, 2006).…”

Section: Second Principle: Metacognition Is Composed By Two Broad Commentioning

confidence: 99%

“…From the initial research of Marton (1975) and Marton andSaljö (1976a, 1976b), other researchers begun to study the students' approaches to learning -SAL - (Entwistle, McCune, & Walker, 2001;Entwistle & Ramsden, 1983;Struyven et al, 2006), therefore in the 1990s both the DAP and the SAP were empirically identifi ed in different countries and cultures (Wong, Lin, & Watkins, 1996). Furthermore, many researches showed evidences about the predictive validity of deep approach on academic achievement (Biggs, 1987a;Diseth & Martinsen, 2003;Entwistle & Ramsden, 1983;Kizilgunes, Tekkaya, & Sungur, 2009).…”

Section: Second Principle: Metacognition Is Composed By Two Broad Commentioning

confidence: 99%

Self-reports on students' learning processes are academic metacognitive knowledge

Gomes¹,

Golino²

2014

Psicol. Reflex. Crit.

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The current study postulates that students' self-reported perceptions on their academic processes are a type of metacognition: academic metacognitive knowledge (AMcK). We investigated, using Structural Equation Modeling (SEM), three hypotheses: (a) AMcK explains the variance of factor scores of students' learning approaches (SLA) and academic motivation (AM); (b) AMcK is distinct from working metacognition (WMC); and (c) AMcK has incremental validity, beyond WMC, on the explanation of general academic achievement (GAA) variance. Two tests (indicators of WMC) and two scales (indicators of AMcK) were administered to 684 ten-to-eighteen-year-old Brazilian children and adolescents. Annual grades in Math, Portuguese, Geography and History were used as indicators of GAA. The results show that none of the three hypotheses can be refuted.

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“…El Modelo Educativo Universidad de Atacama es por definición un ambiente educativo centrado en el estudiante (Asún, Zúñiga y Ayala, 2013); se requiere por parte del mismo del aprendizaje activo y significativo, a través de una actitud, comportamiento e interpretación activa y profunda de la información de estudio seleccionada (Renkl, 2009). Los modelos centrados en el estudiante declaran la importancia de promover la adopción de estilos de aprendizaje significativo y estudio profundos, con el propósito de lograr congruencia con las demandas que por definición exigen este tipo de ambientes educativos (Struyven et al, 2006); en pos del subsecuente éxito académico esperado.…”

unclassified

Efecto de la Motivación sobre la Profundidad en los Procesos de Estudio en Universitarios de Formación en Pedagogía

Salgado¹,

Leria²,

Franco³

et al. 2017

reice

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On the dynamics of students' approaches to learning: The effects of the teaching/learning environment

Cited by 208 publications

References 42 publications

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Self-reports on students' learning processes are academic metacognitive knowledge

Efecto de la Motivación sobre la Profundidad en los Procesos de Estudio en Universitarios de Formación en Pedagogía

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