The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

Karagiannopoulou, Evangelia; Christodoulides, Pavlos

doi:10.1016/j.ijer.2006.05.002

Cited by 56 publications

(59 citation statements)

References 33 publications

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“…Interestingly, however, we noted that in similarly competitive contexts, the Swiss first-year students perceived their context as better and adopted less surface approaches than the French first-year students. We hypothesize that a potentially different social climate among the three institutions, aided by an integrated curriculum including clear objectives, defined assessment criteria and relevant teaching content, allowed to optimize and align the curriculum, thus eventually favouring deep learning [43–45]. When it came to compare the lecture-based to the PBL-based integrated curricula, the model suggested that the PBL format on one hand improved students’ perception of their educational context which in turn stimulated them to use deeper and less surface learning approaches, but on the other hand directly decreased students’ use of deep approaches, with no effect on surface approaches.…”

Section: Discussionmentioning

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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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%

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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“…Bu sonuç diğer çalışmaların (örneğin Campbell, vd. 2000, Dart vd, 2000, Karagiannopoulou ve Christodoulides, 2005Nijhuis vd., 2008) sonuçları ile uyumludur. Diğer taraftan, bu çalışma, öğrencilerin öğrenme ortamı algılarının öğrenme yaklaşma hedefleri üzerinden dolaylı olumlu etkisini gösterme açısından diğer çalışmaların sonuçlarını genişletmiştir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…Öğrenme yaklaşımlarının bağlama özgü olduğu düşünüldüğünde, yapılan araştırmalar, öğrencilerin öğrenme ortamının derinlemesine öğrenmeyi sağlayan bir ortam olduğunu algıladıklarında derin öğrenme yaklaşımlarını benimsediğini göstermiştir (Campbell, vd., 2000, Dart vd., 2000, Karagiannopoulou ve Christodoulides, 2005Nijhuis, Segers ve Gijselaers, 2008). Örneğin; Dart ve diğerleri (2000) öğrencilerin sınıf ortamını daha çok bireyselleştirilmiş bulduklarında, araştırmaya dayalı beceri ve stratejiler benimsediklerini, bunun da öğrencilerin derin öğrenme yaklaşımları kullanmalarını etkilediğini belirtmiştir.…”

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Relations of Approaches to Learning with Perceptions of Learning Environment and Goal Orientations

Damar

Aydın

2015

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“…This study aims was to determine whether the students' personal factors (ability, motivation, prior knowledge, gender, race) and the learning contexts (program goals, evaluation, task load, good teaching, teaching approach) affect the students' learning approaches. There were various aspects of learning environment studied by previous researchers such as workload (Karagiannopoulou & Christodoulides, 2005;Kember & Leung, 1998, Lizzio et al, 2002), assessment (Gijbels & Dochy, 2006;Karagiannopoulou & Christodoulides, 2005;Kim, 2002), teaching approach (Cabrera, Colbeck & Terenzini, 2001;Karagiannopoulou & Christodoulides, 2005), learning resources and learning community (McInnis et al, 2001;Smith & Bath, 2006). Table 1 shows the aspects of learning environment studied by previous researchers.…”

Section: (6) Program Goals/objectivesmentioning

confidence: 99%

Environmental Factors and Students’ Learning Approaches: A Survey on Malaysian Polytechnics Students

Mustapha

Mokhtar²,

Rahman

et al. 2014

EduLearn

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Several studies have shown the impact of environmental factors on student learning approaches. Despite the importance of such studies, studies on technical learners are few. Thus, this study aimed to determine the influence of learning environment on Polytechnics students' learning approaches in Malaysia. Learning environment plays an important role in the cognitive, effective and social domains of students because it could improve students' learning outcomes. Learning approaches refer to the ways students deal with academic tasks that are related to learning outcomes. This study used Course Experience Questionnaire (CEQ) and Revised Two-Factor Study Process Questionnaire (RSPQ-2F) to collect the research data. Data were analyzed using AMOS Version 18. Multiple regressions were conducted to predict learning environment factors that influenced the level of students' learning approaches. The result shows that effective teaching is a major factor that influences students' deep approach followed by the assessment, learning resources and clear objectives.

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The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

Cited by 56 publications

References 33 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

Relations of Approaches to Learning with Perceptions of Learning Environment and Goal Orientations

Environmental Factors and Students’ Learning Approaches: A Survey on Malaysian Polytechnics Students

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