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Title
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Changing students' approaches to learning: a two year study within a university teacher training course
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Author
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Abstract
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| Inciting a deep approach to learning in students is difficult. The present research poses two questions: can a constructivist learning-assessment environment change students' approaches towards a more deep approach? What effect does additional feedback have on the changes in learning approaches? Two cohorts of students completed questionnaires measuring their approaches to learning in a pre-test post-test design. The constructivist learning environments in both conditions differed in the amount of feedback students received. Paired-sample t-tests indicated that students did not change their approach towards a more deep approach. Multiple regression analysis on deep approach on the post-test showed no effect for change in learning environment. This indicates that little alterations in the learning-assessment environment do not modify students' approaches to learning. |
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Language
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English
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Source (journal)
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Educational studies. - Abingdon
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Publication
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Abingdon
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2009
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ISSN
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0305-5698
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DOI
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10.1080/03055690902879184
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Volume/pages
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35
:5
(2009)
, p. 503-513
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ISI
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000271775600003
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Full text (Publisher's DOI)
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