The Development of Approaches to Learning and Perceptions of the Teaching-Learning Environment during Bachelor Level Studies and Their Relation to Study Success

Autor/inn/en	Asikainen, Henna; Parpala, Anna; Lindblom-Ylänne, Sari; Vanthournout, Gert; Coertjens, Liesje
Titel	The Development of Approaches to Learning and Perceptions of the Teaching-Learning Environment during Bachelor Level Studies and Their Relation to Study Success
Quelle	In: Higher Education Studies, 4 (2014) 4, S.24-36 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Teaching Methods; Undergraduate Study; Longitudinal Studies; Learning Processes; Undergraduate Students; Foreign Countries; Questionnaires; Factor Analysis; Educational Environment; Regression (Statistics); Structural Equation Models; Student Attitudes; Environmental Education; Biology; Academic Achievement; Correlation; Peer Teaching; Relevance (Education); Alignment (Education); Comprehension; Study Habits; Transformative Learning; Finland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning process; Lernprozess; Ausland; Fragebogen; Faktorenanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Regression; Regressionsanalyse; Schülerverhalten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Biologie; Schulleistung; Korrelation; Peer group teaching; Peer Group Teaching; Relevance; Relevanz; Verstehen; Verständnis; Study behavior; Study behaviour; Studienverhalten; Pädagogische Transformation; Finnland
Abstract	The aim of the present study is to explore changes both in approaches to learning as well as in students' experiences of the teaching-learning environment and how these changes are related to each other during their Bachelor studies by using a longitudinal data set. The aim is further to explore how students' approaches to learning and their perceptions of the teaching-learning environment relate to study success. Participants comprised of 103 students at the Faculty of Biological and Environmental Sciences who participated in the present study from the first to third year of their Bachelor degree studies. We used a modified version of the ETLQ questionnaire and conducted Confirmatory factor analyses on scales representing approaches to learning and the teaching-learning environment at both measurements. We investigated changes at the group level using a paired sample t-test and conducted the final analysis with regression analyses. We then used Structural Equation Modelling to analyse the relationship between approaches to learning, perceptions of the teaching-learning environment, and study success. The results showed an increase in the deep approach to learning and a decrease in students' perceptions of teaching for understanding. Organised studying and interest in studies were related to study success. The results reveal the existence of complex relations between changes in approaches to learning and perceptions of the teaching-learning environment. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01