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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.
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.
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