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ERIC Number: EJ866476
Record Type: Journal
Publication Date: 2009-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0305-5698
Changing Students' Approaches to Learning: A Two-Year Study within a University Teacher Training Course
Gijbels, David; Coertjens, Liesje; Vanthournout, Gert; Struyf, Elke; Van Petegem, Peter
Educational Studies, v35 n5 p503-513 Dec 2009
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. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A