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Powerful learning environments? How university students differ in their response to instructional measures
ARTICLE

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Learning and Instruction Volume 12, Number 3 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved August 25, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(01)00013-5

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