Title
Changing students' approaches to learning: a two year study within a university teacher training course Changing students' approaches to learning: a two year study within a university teacher training course
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Abingdon ,
Subject
Educational sciences
Source (journal)
Educational studies. - Abingdon
Volume/pages
35(2009) :5 , p. 503-513
ISSN
0305-5698
ISI
000271775600003
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
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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