ERIC Number: EJ1141805
Record Type: Journal
Publication Date: 2017-Jun
Abstractor: As Provided
Reference Count: 101
Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models
Fryer, Luke K.
Educational Psychology Review, v29 n2 p325-344 Jun 2017
Many of our current higher education (HE) learning strategy models intersect at important points. At the same time, these theories also often demonstrate important unique perspectives on student learning within HE. Currently, research with one learning strategy model rarely leads to developments in others, as each group of researchers works in close but largely unconnected islands of learning strategy investigation. This integrative theoretical review aims to support the convergence of intersecting models and (at the same time) the sharing of their unique features. These aims are undertaken first by reviewing past discussions of the divide between established European and American learning strategy models (Pintrich, "Educational Psychology Review," 16, 385-407, 2004). Then, as an example of how general models (e.g. 3P; Biggs, "Higher Education," 12, 73-86, 1993) might better support HE learning strategy development and convergence, the potential incorporation of perceived control theory (Skinner 2017) is reviewed. The theoretical support that this particular theory offers for explaining 3P sequential and reciprocal connections is discussed. Furthermore, the organisational and thereby alignment opportunities of this additional structure are presented and reviewed. In addition to implications for future theory and practice, alternative theoretical integration approaches are discussed.
Descriptors: Higher Education, Learning Strategies, Models, Educational Theories, Social Theories, Sequential Learning
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A