Learning Patterns in Higher Education : Dimensions and research perspectives
Language: English
Published by Taylor & Francis, Routledge, 2013
Series: Book 8 of 15 - New Perspectives on Learning and Instruction
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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nach der Bestellung gedruckt Neuware - Printed after ordering - Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning. The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students' learning can be measured and how it develops are considered. Areas covered include: Cultural influences on learning patterns Predicting learning outcomes Student centred learning environments and self-directed learning Mathematics learning This indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for 'learning researchers' as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables.…
Seller Inventory # 9780415842525
- Title
- Learning Patterns in Higher Education : Dimensions and research perspectives
- Author
- David Gijbels
- Publisher
- Taylor & Francis, Routledge
- Publication year
- 2013
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 0415842522
- ISBN 13
- 9780415842525
- Item weight
- 546 grams
- Dimensions
- 234x156x18 mm
- Series
- Book 8 of 15: New Perspectives on Learning and Instruction
Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced.
There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning.
The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students’ learning can be measured and how it develops are considered.
Areas covered include:
- Cultural influences on learning patterns
- Predicting learning outcomes
- Student centred learning environments and self-directed learning
- Mathematics learning
This indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for ‘learning researchers’ as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables.
"Synopsis" may belong to another edition of this title.
About the Author
David Gijbels is an Associate Professor of Learning and Instruction at the Institute for Education and Information Sciences of the University of Antwerp, Belgium.
Vincent Donche is an Associate Professor of Research Methods in Education at the Institute for Education and Information Sciences of the University of Antwerp, Belgium.
John T. E. Richardson is Professor of Student Learning and Assessment in the Institute of Educational Technology at The Open University, UK.
Jan D. Vermunt is Professor of Education at the Faculty of Education, University of Cambridge, UK.
"About the title" may belong to another edition of this title.
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