Powerful learning environments? How university students differ in their response to instructional measures
Learning and Instruction Volume 12, Number 3 ISSN 0959-4752 Publisher: Elsevier Ltd
This study aimed at measuring the effects of a university educational reform project on student learning, and individual differences in students' responses to similar instructional measures. The reforms mainly failed to influence reported learning strategies in the direction of more deep and self-regulated learning. One explanation for this could be that the instructional measures were not powerful enough to create more deep-level learning strategies. In a second study, a different explanation was explored. It was found that student groups with different learner characteristics tend to use instructional measures in different ways, such that they suit their own habits, ideas and preferences of learning well. This makes it quite clear that direct influence of instructional measures on learning processes does not take place. We explore suggestions for adapting instructional practice.
Vermetten, Y.J., Vermunt, J.D. & Lodewijks, H.G. Powerful learning environments? How university students differ in their response to instructional measures. Learning and Instruction, 12(3), 263-284. Elsevier Ltd.