The development of research-oriented learning in five european countries

Abstract

The demand of research-oriented learning in higher education which was raisedin various European countries at the end of the 1960s focused above all on institutional feasibilities. In this article a broader view 0/1 the subject is given. Research-oriented learning is examined both as part of students' abilities and as a special learning style. The empirical data were gathered by means of a scaledeveloped within an international longitudinal study on student socialisation. The findings show effects of selection as well as of socialisation. They indicate heterogeneity between main fields at the beginning of study and continuous development, throughout the course of time spent attending university. This trend is similar for four of the five countries studied -Austria, Germany, the Netherlands and Poland. The fifth country Yugoslavia proved to be an exception. But in all five countries the level reached by students remains unsatisfactory in view of the university's objectives. The factors determining the development of a research-oriented learning style, in addition to the field of study, are motivation and gender. Throughout their studies women in all countries remain at a lower average level. This in particular, would have to be considered in a renewed discussion of the topic.

The development of learning patterns of student teachers: a cross-sectional and longitudinal study

“…Cross-sectional and longitudinal results demonstrated that first-year students learn in a more undirected manner than third-year students. In general, third-year students appear to exhibit more of the characteristics of meaning oriented or deep learners which is to some extent in line with former research in higher education (Watkins and Hattie 1981;Dippelhofer-Stiem 1989;Vermunt 1992;Busato et al 1998;Severiens et al 2001;Vermetten et al 1999;Vermunt and Minnaert 2003). In contrast to some of the above mentioned studies, the increase of meaning oriented learning or deep learning is not related with a decline of the use of reproduction-oriented learning strategies.…”

Student learning styles in advanced instrumental music lessons

“…For example, his undirected style is similar to the non-academic orientation and reproduction-directed style is to the reproduction orientation as suggested by Entwistle (1988). His application-directed style is equivalent to the Kolb's (1984) convergers and assimilators, and his meaning-directed style is comparable to research-oriented learning of Dipplehofer-Stiem (1989) and master goal orientation of Pintrich et al (1993) (for detailed discussion, see Busato et al, 1998).…”

Gender differences in learning styles: A narrative review and quantitative meta-analysis

“…Another study with assumptions belonging in the middle layer was conducted by Dippelhofer-Stiem (1989). We discuss this study because it is one of the rare studies on gender differences and the development of learning styles in various contexts.…”