Katrien Struyven

The effects of different learning environments on students' motivation for learning and their achievement

BACKGROUNDnResearch in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement.nnnAIMnThe purpose of the study is to investigate the effects of different learning environments on students motivation for learning and achievement, while taking into account the perceived need support.nnnSAMPLEnFirst-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered.nnnMETHODnA quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL.nnnRESULTSnAutonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation.nnnCONCLUSIONSnThe study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students motivation.

A review of the role of information communication technology and course design in transitional education practices

An increasing number of higher educational institutes are offering remedial, bridging, preparatory or transitional courses in a blended and online format to remediate and enhance students knowledge and skills. This article addresses how teachers and institutes design and implement these courses. The descriptions of transitional courses were collected by means of an online questionnaire and results were stored in a searchable online database. In the questionnaire consisting of 38 closed- and open-ended questions, teachers had to indicate their content, context, organisation, pedagogical approach, assessment method and information communication technology (ICT) use. During February–May 2009, 118 course descriptions and implementations were collected. These 118 course descriptions were analysed with the aim of describing their main educational scenarios using multiple correspondence analysis and two-step clustering analysis. The results indicate that courses can be explained by five dimensions: (1) ICT; (2) Mathematics versus language; (3) Lower versus higher Bloom levels; (4) Gamma sciences versus others; (5) Very small group size versus others. Afterwards, the courses were positioned into six distinctive clusters. An important finding of this study is that teachers seem to design and implement fairly similar course designs when content, context and pedagogical approach are given. Furthermore, teachers choices about ICT use are not yet systematically and consensually linked to content and pedagogical choices.

Using Students' Motivational and Learning Profiles in Investigating Their Perceptions and Achievement in Case-Based and Lecture-Based Learning Environments.

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.

Who or what contributes to student satisfaction in different blended learning modalities

Different blended learning (BL) modalities and the interaction effect between human and technological factors on student satisfaction need adequately researched to shed more light on successful BL implementation. The objective of the present article is three-fold: (1) to present a model to predict student satisfaction with BL programs, (2) to examine the interaction effect between the instructor expertise and the learning management system (LMS) on student satisfaction in different BL modes, and (3) to investigate if different modes of BL will exert an influence on students perceived achievement goals and satisfaction, their evaluation of the instructors, and the LMS quality. Results show that the instructor expertise, students perceived task value and achievement goals are the most influential factors, followed by the LMS quality, instructor support, and students general self-efficacy. Contradictory to previous studies, the LMS quality only has an indirect effect on student satisfaction, via perceived achievement goals. In different BL conditions, the LMS quality has significantly different effect on student satisfaction, when interacting with the instructor expertise. The two modalities of BL programs also yield differences in students perceived achievement goals and their demand for the LMSs functionality and design, hence crucial implications for pedagogical practices and institutional policy addressed. [ABSTRACT FROM AUTHOR]

Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.

Looking at learning approaches from the angle of student profiles

This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students’ approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results show a relation for workload and motivation but not for WMC. By means of a cluster analysis, three student profiles were identified based on WMC and motivation. Students characterised by high WMC and average motivation scored higher on surface approaches and lower on deep approaches than students with high autonomous motivation. These latter students also score higher on deep approaches than students characterised by low WMC. Finally, it was found that all student profiles responded the same to the influence of workload. In contrast with prior research, deep approaches were higher when the workload was higher.

A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions

Over the years, many medical school curricula have started implementing diverse student-centred teaching and learning methodologies. Previous studies, however, have indicated that students prefer more traditional and directive methodologies instead, raising questions on which training approach should be advocated. This study contrasts the effects of a student-centred (i.e. facilitative) training approach on students’ clinical skills learning with students’ perceptions. More specifically, a quasi-experimental study was set up in which students experienced either a directive or facilitative training approach. Data were collected by means of an OSCE on the one hand, and a questionnaire on students’ perceptions of the training sessions, and two open-ended questions about students’ likes and dislikes on the other hand. While no general differences were found in terms of clinical knowledge and understanding, and actual clinical performance, an interaction between students’ course-specific prior knowledge and the training approach was found. Especially students with low levels of knowledge benefited more from the facilitative training approach in terms of clinical knowledge, while highly knowledgeable students experienced a negative effect of this training approach. Moreover, students’ perceptions revealed that facilitative-trained students reported more deep-level learning, while the directive training approach turned out to score higher in terms of quality and perceived effects.

Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework

Abstract The Universal Design for Learning (UDL) framework offers a promising strategy to address the needs of higher education students with disabilities; UDL aims to support access, participation and progress for ‘all’ learners, resulting in more accessible learning environments. The objective of this qualitative study is to explore whether UDL addresses the learning needs of students with disabilities effectively. Findings suggested that students’ perceptions align well with UDL’s principles, especially with the principle of multiple means of engagement. Additionally, we found that meeting the learning needs of some students may create barriers for others. To overcome these weaknesses, UDL needs to address the individual learning needs of students, not only through setting and curricular changes, but also in a direct way. Therefore, this study argues for responsive teaching whilst implementing UDL in a flexible way. Helping students to articulate their learning needs by asking them the right questions will be crucial.

How to become a broker: the role of teacher educators in developing collaborative teacher research teams

ABSRACT This study explores how teacher educators involved in developing collaborative teacher research teams of pre-service and in-service teachers perceive their new role. Ten teacher educators in 9 teams were involved in a 1-year teacher research cycle. Thematic analysis was performed on the transcriptions of audio-taped group sessions, video diaries of the teacher educators, and field notes of the researcher. Three recurrent sub-roles of teacher educators as brokers between theory and practice were confirmed: researcher, coach, and mentor. A 4th sub-role as “learner” emerged from the data, stressing the preoccupation of teacher educators with their own professional development. The dynamics of teacher research teams shape the way teacher educators grow into their role as brokers: Teams with a high research disposition and self-regulation provide a better learning environment for teacher educators. We argue for the development of a systematic support programme for teacher educators who take on the role of broker.

Power relations in educational scientific communication—a critical analysis of discourse on learning styles

Abstract Learning styles theory has been fiercely criticized, however, many educationalists continue to use learning style typologies. This study gives an argument as to why a hermeneutical perspective in the learning styles debate is needed. A critical discourse analysis (CDA) is presented on four critical texts that aim to discourage the use of learning styles for educational purposes. Therefore, three steps are taken: (1) textual analysis involving argumentation style, with the focus on epistemology and discursive practices, (2) processing analysis involving interpretation, and (3) social analysis, relating the results to power structures in education. CDA demonstrates how the discourse on learning styles, as seen in these texts, results in unbalanced relationships between educational researchers and their readership. Discourse, as analyzed in these texts, leaves little space for professional decision-making. Researchers impose themselves as experts to be trusted. A more appropriate articulation of the discourse on learning styles could help reduce misunderstandings in the field of learning styles.