Using students’ motivational and learning profiles in investigating their perceptions and achievement in case-based and lecture-based learning environments
| Autor: | Marlies Baeten, Filip Dochy, Katrien Struyven |
|---|---|
| Přispěvatelé: | Brussels research center for Innovation in Learning and Diversity, Educational Science |
| Rok vydání: | 2012 |
| Předmět: |
Cooperative learning
Teacher education Learning environment Teaching method media_common.quotation_subject Academic achievement Case-based learning Child development Experiential learning Education Perception Active learning self determination theory ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Psychology media_common |
| Zdroj: | Educational Studies. 38:491-506 |
| ISSN: | 1465-3400 0305-5698 |
| DOI: | 10.1080/03055698.2011.643113 |
| Popis: | A teaching method may not work for all students. Therefore, attention should be paid to the type of students entering the learning environment in order to explain how they perceive the learning environment and achieve. This study investigates students’ perceptions and achievement in four learning environments that differed in the degree to which case-based and lecture-based learning were implemented (either separately or combined), hereby making use of students’ motivational and learning profiles. Participants were 1098 first-year student teachers who took a course on child development. Results showed that autonomously motivated deep-strategic learners were significantly more positive about each type of learning environment than little motivated and less pronounced deep-strategic learners. However, with regard to achievement, student profiles did not differ. Instead, the learning environment proved to be of significant influence: students in a gradually implemented case-based setting and a completely lect... |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|