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Background: Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures., Aims: This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self-report of learning strategies., Sample: Twenty students with different generic learning profiles (according to self-report questionnaires) read an expository text, while their eye movements were registered to answer questions on the content afterwards., Methods: Eye-tracking data were analysed with generalized linear mixed-effects models., Results: The results indicate that students with an all-high profile, combining both deep and surface learning strategies, spend more time on rereading the text than students with an all-low profile, scoring low on both learning strategies., Conclusions: This study showed that we can use eye-tracking to distinguish very strategic students, characterized using cognitive processing and regulation strategies, from low strategic students, characterized by a lack of cognitive and regulation strategies. These students processed the expository text according to how they self-reported., (© 2017 The British Psychological Society.)

Background: Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce., Aims: The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and learning environment was investigated. We also explored whether this impact is dependent on class size and student level (first years vs. non-first years)., Sample: Quantitative data were gathered from more than 1,000 students at pre- and post-tests, using a quasi-experimental design., Method: A multi-level analysis was conducted in which five models were estimated., Results: A basic model made clear that teachers did differ from each other with respect to the dependent variables concerned; however, differences in scale scores also resulted to a large extent from differences between students. A second model, in which the moderating impact by way of teacher characteristics, context, and student characteristics was not taken into account, reported no significant effect of training. A third model, examining the net impact of instructional development revealed some impact, which was, remarkably, negative. A first interaction model proved a differential impact of instructional development for teachers teaching first years and those teaching non-first years. A second one showed that the impact of training depended on the number of students one teaches., Conclusions: Instructional development for teachers in higher education does not easily result in effects on students' perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed., (©2011 The British Psychological Society.)

The integrative learning of theory and practice has been widely recognised as a cornerstone of today's technical vocational education and training (T-VET). Considerable uncertainty persists regarding how to construe such integrative learning, let alone regarding how it proceeds or what it generates. This article reports an in-depth qualitative study designed to clarify the concept of integrative learning by advancing current understanding of what constitutes the integrative learning of theory and practice (ILTP) in terms of both its process and its outcome aspects. In all, 48 key actors in dual T-VET (students, tutors and mentors) participated in serial focus groups, class observations and apprenticeship observations. The constant comparison method was used to generate a description of both the learning process and the learning outcome based on descriptive axial dimensions along which learning and knowledge were positioned. More specifically, we distinguished three process dimensions (intentionality, time of the prompt and locus of learning) and three outcome dimensions (purpose, logic and locus of integrated knowledge). All in all, the findings can be understood only in consideration of co-existing perspectives on integration according to which the separation of theory and practice is more or less marked. The article discusses expected implications for practitioners and future research. [ABSTRACT FROM AUTHOR]

• 36 studies were reviewed to comprehensively map learning environment components. • Findings identified specific features of simulation structure and agency. • More than half of the conducted research solely focuses on learning outcomes. • Structure and broader teaching-learning context have not yet been considered. [ABSTRACT FROM AUTHOR]

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students' approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of -.05). PBL is assumed to enhance active learning and students' intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning. [ABSTRACT FROM AUTHOR]

Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self-directed learning orientation on workplace learning. A total of 837 workers, aged between 18 and 65, from different sectors and with different educational levels completed a paper questionnaire. Analysis revealed that job demands and self-directed learning orientation constitute significant and positive predictors of workplace learning behaviour. The study can help organizations to create job structures that promote workplace learning. [ABSTRACT FROM AUTHOR]

Workplace learning is becoming a central tenet for a large proportion of today's employees. This seems especially true for so-called knowledge workers. Today, it remains unclear how differences in the quality of workplace learning are affected by differences in perception of the workplace environment and the motivation of knowledge workers to learn. Moreover, the possible role of motivation as a mediating factor between workplace climate factors and learning is underexplored. This paper therefore investigates direct and indirect links between perceptions of the workplace climate, motivation to learn and approaches to learning in the workplace. Knowledge workers ( N = 202) in one knowledge intensive organisation were questioned using existing and adapted questionnaires to measure learning approaches, motivation and workplace climate. Correlations and multivariate regression analyses were carried out to assess direct relationships amongst variables. Path analysis was carried out to assess the mediating role of motivation. Results show that both workplace climate factors and motivation directly influence employees' approaches to learning. Some direct relationships between workplace climate factors and motivation were also uncovered. Results regarding the mediating role of motivation showed that the effect of good supervision on deep learning is completely mediated by autonomous motivation. The effect of choice independence on deep learning approach is partially mediated by the same motivational drive. A-motivation was found to partially mediate the link between good supervision and a surface disorganised approach. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Purpose – A central issue in the field of workplace learning is how work-related learning can be stimulated so that a powerful learning work environment is created. This paper seeks to further enlarge understanding on this issue. Based on the demand-control-support the aim is to investigate the influence of job-characteristics on the work-related learning behaviour of the worker such as job demands, job control, social support at work on the one hand and self-directed learning orientation on the other. Design/methodology/approach – The study took place in the ICT-department of a large company in Flanders. By means of an online questionnaire, all employees of the ICT-department were asked to complete this questionnaire, which, apart from general information on the participants (age, gender, prior education, etc.), consisted of statements on five scales (job demands, job control, social support, self-directed learning orientation, and work-related learning behaviour) adapted from validated instruments. There was a total of 73 participants (response rate of 52 per cent, 73 per cent men, 27 per cent women, age varying from 20-51 years old). In addition, all scales had Cronbach's alpha values above 0.79. Relations between the variables under study were tested using the Pearson correlation. The predictive value of the variables for the variance in work-related learning was tested using the enter method of a multiple regression analysis. Findings – The regression analyses show that job demands and job control were moderately positive and significantly linked with work-related learning behaviour. Social support did not show a significant positive correlation with work-related learning at all. Self-directed learning orientation on the contrary had a strong and positive relation with work-related learning. The results of the linear regression analyses indicated that only the self-directed learning orientation scale significantly predicted the work-related learning behaviour. Originality/value – The study is one of the few investigations that takes into account both the role of personal and workplace-related variables in order to better understand work-related learning. The results stress that personal related variables such as self-regulated learning orientation need to be taken into account in further research and in the daily practice of human resources development. [ABSTRACT FROM AUTHOR]

Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study, we investigate the impact of an instructional development program for beginning university teachers on students’ learning outcomes. We also explore whether this impact is dependent on class size and student level. Quantitative data were gathered from more than 1000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. The results show limited effects of teachers’ instructional development. Several interpretations and perspectives for further research are discussed. [ABSTRACT FROM AUTHOR]

Abstract: In this article we give a systematic review of the nature and design of earlier research into the impact of instructional development in higher education. Studies are clustered on the basis of the level of outcome that was measured, meaning that another synthesis technique is used than in prior reviews related to the same topic. In addition, we address some questions related to the differential impact of initiatives with varied duration, format, or target group, because these questions were left unanswered in earlier reviews. The results of our review provide a guide to improve studies of instructional development in order to get more insight into the real impact at different levels (teachers’ learning, teachers’ behavior, the institution, and the students). Some evidence is found of the influence of the duration and nature of instructional development on its impact. [Copyright &y& Elsevier]

A major goal of the core undergraduate curriculum is to prepare students for their future medical specialty. In this study we examined the learning approaches of senior students in traditional medical school, using the Biggs, Kember and Leung's revised two-factor version of the study-process questionnaire, in a quasi-experimental design with two control groups. All student groups showed a rather low to moderate score for deep and surface approach at the pre-test. After our short educational intervention of 17 weeks, which essentially was a multi-target approach aimed at resembling real life in which our graduates will work and learn in the coming years, the intervention group showed a significant shift to a deeper approach to learning in contrast to the two non-intervention groups. We do not know to what extent the positive shift in learning attitude among the GPs will be retained in the coming years. Further research is needed to test for concurrent validity of our findings in comparable cohorts. [ABSTRACT FROM AUTHOR]

The purpose of this study was to get more insight in the effects of written assessment tasks integrated in a problem-based learning environment. Both the influence on students' performances and students' perceptions were investigated. Students' final exam results were used to find out whether students who make the assessment tasks do better than students who do not. Answers from questionnaires and semi-structured interviews were used to discover the most important concerns in students' and teachers' perceptions of the assessment tasks. The results indicate that making the assessment tasks had positive influence on the students' overall performance. From the questionnaires and interviews it appears that both the students and the teachers see the benefits of the assessment tasks. It is concluded that small steps in the change of the assessment system can result in relatively big changes in students' learning and results. [ABSTRACT FROM AUTHOR]

The paper presents response to an article related to problem-based learning (PBL). Such responses are an indication that the report has been successful in at least 2 of its goals: it has stimulated further debate about the effectiveness of PBL and how it should be evaluated, and it has encouraged the improvement of studies aimed at answering this question. The focus on experimental and quasi-experimental research designs in the author's review does not imply that other research approaches are less valuable or important.

Abstract: Research regarding the development of students’ learning approaches have at times reported unexpected or lack of expected changes. The current study explores the idea of differential developments in learning approaches according to students’ initial learning profiles as a possible explanation for these outcomes. A learning profile is conceived as the degree to which students use aspects of deep and surface approaches in their learning process and taking into account the dynamic interrelations between these aspects. Two cohorts of students in a teacher-training course-module completed questionnaires measuring their learning approaches, in a pre-test post-test design. Analyses on the whole sample indicated few significant changes in students’ learning approaches during the course-module. Only a significant decrease in the deep motive subscale was found. Hierarchical cluster-analysis revealed four groups of students with specific initial learning profiles: a deep approach profile, a surface approach profile, an all-low profile and an all-high profile. Using a regressor variable approach, significant differences in growth were found for the initial learning profiles on the surface approach to learning and the deep strategy scale, even after controlling for other significant background variables such as students’ academic discipline and gender. These results suggest that unexpected developments in students’ learning approaches, or lack of significant changes at a whole-group level, may be partially due to dynamic (contradictory) tendencies at the sub-group level. Findings point towards the need of looking at approaches to learning at a more fine-grained level. [Copyright &y& Elsevier]

• Self-efficacy for negotiating did not increase significant during the simulation. • Gender & experience predict variation in self-efficacy for negotiating. • Opportunities to negotiate predict variation in self-efficacy for negotiating. When assessing learning outcomes of role-play simulations of political decision-making, research points to inconsistencies and shortcomings. Different learning environment components aren't often taken into account and little attention is given to affective learning outcomes and the development of student learning during the simulation. Therefore, this study focuses on the development of self-efficacy for negotiating during a simulation and includes both student characteristics and simulation features to explain variation. Data were collected during a four-day simulation of decision-making and self-efficacy for negotiating was measured at four time points. Gender, simulation experience and opportunities to practice negotiating during the simulation appear to play a role when assessing how students vary in their self-efficacy. However, findings revealed no statistically significant on average development of self-efficacy. Simulation experience and opportunities to practice negotiating, and its impact on students' learning processes and outcomes should not be underestimated and deserves to be investigated in more depth. [ABSTRACT FROM AUTHOR]

This meta-analysis has two aims: (a) to address the main effects of problem based learning on two categories of outcomes: knowledge and skills; and (b) to address potential moderators of the effect of problem based learning. We selected 43 articles that met the criteria for inclusion: empirical studies on problem based learning in tertiary education conducted in real-life classrooms. The review reveals that there is a robust positive effect from PBL on the skills of students. This is shown by the vote count, as well as by the combined effect size. Also no single study reported negative effects. A tendency to negative results is discerned when considering the effect of PBL on the knowledge of students. The combined effect size is significantly negative. However, this result is strongly influenced by two studies and the vote count does not reach a significant level. It is concluded that the combined effect size for the effect on knowledge is non-robust. As possible moderators of PBL effects, methodological factors, expertise-level of students, retention period and type of assessment method were investigated. This moderator analysis shows that both for knowledge- and skills-related outcomes the expertise-level of the student is associated with the variation in effect sizes. Nevertheless, the results for skills give a consistent positive picture. For knowledge-related outcomes the results suggest that the differences encountered in the first and the second year disappear later on. A last remarkable finding related to the retention period is that students in PBL gained slightly less knowledge, but remember more of the acquired knowledge. [Copyright &y& Elsevier]