Publication
Title
Using students' motivational and learning profiles in investigating their perceptions and achievement in case-based and lecture-based learning environments
Author
Abstract
A teaching method may not work for all students. Therefore, attention should be paid to the type of students entering the learning environment in order to explain how they perceive the learning environment and achieve. This study investigates students perceptions and achievement in four learning environments that differed in the degree to which case-based and lecture-based learning were implemented (either separately or combined), hereby making use of students motivational and learning profiles. Participants were 1098 first-year student teachers who took a course on child development. Results showed that autonomously motivated deep-strategic learners were significantly more positive about each type of learning environment than little motivated and less pronounced deep-strategic learners. However, with regard to achievement, student profiles did not differ. Instead, the learning environment proved to be of significant influence: students in a gradually implemented case-based setting and a completely lecture-based setting scored significantly higher than students in a completely case-based setting.
Language
English
Source (journal)
Educational studies. - Abingdon
Publication
Abingdon : 2012
ISSN
0305-5698
Volume/pages
38:5(2012), p. 491-506
ISI
000310309100002
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
External links
Web of Science
Record
Identification
Creation 27.10.2014
Last edited 12.07.2017