The Development of Approaches to Learning and Perceptions of the Teaching-Learning Environment During Bachelor Level Studies and Their Relation to Study Success

Abstract

The aim of the present study is to explore changes both in approaches to learning as well as in students' experiences of the teaching-learning environment and how these changes are related to each other during their Bachelor studies by using a longitudinal data set. The aim is further to explore how students' approaches to learning and their perceptions of the teaching-learning environment relate to study success. Participants comprised of 103 students at the Faculty of Biological and Environmental Sciences who participated in the present study from the first to third year of their Bachelor degree studies. We used a modified version of the ETLQ questionnaire and conducted Confirmatory factor analyses on scales representing approaches to learning and the teaching-learning environment at both measurements. We investigated changes at the group level using a paired sample t-test and conducted the final analysis with regression analyses. We then used Structural Equation Modelling to analyse the relationship between approaches to learning, perceptions of the teaching-learning environment, and study success. The results showed an increase in the deep approach to learning and a decrease in students' perceptions of teaching for understanding. Organised studying and interest in studies were related to study success. The results reveal the existence of complex relations between changes in approaches to learning and perceptions of the teaching-learning environment.

When practice precedes theory – A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing

“…Students react and respond in line with their experience of the learning environment and what they perceive is required of them by the learning institution (Asikainen et al, 2014;Marton and Bowden, 1999). Dominant teaching cultures tend to profile students to become either proactive or reactive learners.…”

The effect of perceptions of the teaching-learning environment on the variation in approaches to learning – Between-student differences and within-student variation

“…Further, variability in approaches to learning has mostly been explored using two measurement points (e.g. Asikainen, Parpala, Lindblom-Ylänne, Vanthournout, & Coertjens, 2014;Vanthournout, Coertjens, Gijbels, Donche, & Van Petegem, 2013), or at most four points (Vanthournout, 2011). HLM can utilise information from multiple measurement occasions and account for both individual and group level effects.…”

“…Moreover, by using HLM as an analysis method, we may be able to shed light on seemingly paradoxical previous findings where analyses based on the same variables on the within-student level and the between-student level provided seemingly contradictory results. Asikainen et al (2014) analysed changes in students' approaches to learning and perceptions of the TLE from the first to the third study year, and the way that these changes were related to each other. They found that an increase in students' perceptions that teaching supported their understanding was associated with an increase in students' deep approach.…”

Enhancing quality with a research-based student feedback instrument: a comparison of veterinary students’ learning experiences in two culturally different European universities

“…HowULearn has its basis in the 'Experiences of Teaching and Learning' research inventory (Entwistle, 2009). The main aim has been to develop a survey that could also act as a base for the university's feedback system and HowULearn has been widely used for evidence-based, quality enhancement purposes across the multidisciplinary University of Helsinki (Parpala et al, 2010;Ruohoniemi et al, 2010;Haarala-Muhonen et al, 2011;Rytkönen et al, 2012;Parpala et al, 2013;Asikainen et al, 2014). To systematically use the HowULearn questionnaire at the University of Helsinki, an online software programme was developed in 2012.…”