Publication
Title
Changing students' approaches to learning: a two year study within a university teacher training course
Author
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.
Language
English
Source (journal)
Educational studies. - Abingdon
Publication
Abingdon : 2009
ISSN
0305-5698
Volume/pages
35:5(2009), p. 503-513
ISI
000271775600003
Full text (Publisher's DOI)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 07.04.2009
Last edited 06.12.2017
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