LEARNresearch_proj160609

8/13/2019 LEARNresearch_proj160609

1/18

Students approaches tolearning and theirexperiences of the teaching-learning environment

Sari Lindblom-Ylnne & Anna Parpala

Helsinki University Centre for Research and

Development of Higher Education

Finland


2/18

Sari Lindblom-Ylnne, Centre for Research and Development of Higher Education 2

Aims of the LEARN project

Research-informed tool for enhancing quality atthe University of Helsinki

Research on student learning and on students

experiences of their teaching-learningenvironments

- Differences between the study years, disciplines,curricula ect.

- Relations to study pace and study successA tool for developing students metacognitiveand self-regulation skills


3/18

Development of the

questionnaire

Questionnaire is a modified version of

the Experiences of Teaching & Learning

Questionnaire (ETLQ), developed for the

UK-wide Enhancing Teaching-Learning

Environments in Undergraduate Courses

(ETL) Project1 http://www.ed.ac.uk/etl
http://www.ed.ac.uk/etlhttp://www.ed.ac.uk/etl


4/18

The LEARN questionnaire

Part 1. Experiences of teaching-learningenvironment

modified from ETLQ

Part 2. Approaches to learning

modified from ETLQ

Part 3. Factors that enhance or impede

studyingPart 4. Discipline-specific and faculty-level

questions


5/18

The scales measuring

approaches to learning

Factors and their reliabilities (GeneralReliability)

Deep approach (.83)

- Relating ideas

- Use of Evidence

Organised studying (.76)

Intention to understand (.70)

Surface approach (.56)


6/18

Scales measuring experiences

of the teaching-learning

environmentFactors and their reliabilities (General

Reliability)

Teaching for understanding (.83)Alignment (.78)

Staff enthusiasm and support (.63)

Interest and relevance (.79)

Constructive feedback (.77)

Support from other students (.79)

C l ti b t h t


7/18Sari Lindblom-Ylnne, Centre for Research and Development of Higher Education 7

Correlations between approaches tolearning and experience of theteaching-learning environment scales(N=2509, p


8/18


9/18Sari Lindblom-Ylnne, Centre for Research and Development of Higher Education 9

Scale means in the faculties (N=2509)

2,00

2,50

3,00

3,50

4,00

4,50

5,00

E1Tea

chin

gfo

runde

rsta

ndin

g

E2Alig

ment

E3Staff

supp

orta

ndenthu

siam

E4Inte

rest

and

rele

vanc

e

E5Con

structive

feedba

ck

E6Sup

portfrom

stu

dents

A1D

eepap

proa

ch

A2Organised

stu

dyin

g

A3Inte

ntio

ntoun

dersta

nd

A4Surface

approa

ch

Agriculture Biosciences Pharmacy Science Veterinary med.

Arts Behavioural Sc. Law Social Sc. Theology


10/18

Student profiles (clusters)(N=2509, Mean 500, Sd 100)

350

400

450

500

550

600

650

Deep Organised Intention to

understand

Surface

Group 1 Organised students

Group 2 Students applying adeep approach

Group 3 Students applying asurface approach

Group 4 Unorganised

students applying a deepapproach


11/18

Group 1 Organised students (n=899)Most common in the Faculties of Veterinary Medicine,

Law, Agriculture and Forestry, Pharmacy and Science

Group 2 Students applying a deep approach (n=675)

Most common in the Faculties of Behavioural Sciencesand Social Sciences

Group 4 Unorganised students applying a deep approach

(n=545)

Most common in the Faculties of Theology,Biosciences and Arts

Group 3 Students applying a surface approach (n=390)

The smallest group

Fifth of the students in the Faculties of Pharmacy and

Science belonged to this group

Disciplinary differences in

approaches to learning


12/1812

Approaches to learning and

study successFirst-year law students (n=550) applying a

deep approach succeeded the bestHighest GPA and the most study credits

Lowest GPA among Students applying a surfaceapproach

The study pace was the fastest and the GPAthe highest among 3dr-year veterinary students

applying a deep approach (n=36)The study pace was the lowest and the variationbetween students the highest among Unorganised

students applying a deep approach

Differences between the groups were non

significant


13/18

Study success in

biosciences (n=188)

High scores in organised studying wasrelated to study success in biosciences afterthe first study year

Organised studying combined with Support from

other students predicted study pace (earned

credits)

Organised studying combined with Interest and

relevance predicted high grades

Sari Lindblom-Ylnne, Centre for Research and Development of Higher Education 13


14/18

Same factors can both enhanceand impede learningan example from behavioural sciences

Factor Enhancing Impeding

Faculty /

department-level

factors

Personal study plan (study

counselling), curriculum

reform, structured curriculum,freedom of choice

Not enough counselling,

courses not distributed

evenly (morning-evening;Monday-Friday), curriculum

reform (study periods)

Teaching varying methods, good

teachers, stimulatingatmosphere, interaction

hurry, unclear instructions,

compulsory courses

The student Social support from peers,

interest, motivation,

commitment, self-regulation

skills

Not enough peer support,

laziness, lack of interest,

unclear future, combining

studying with working


15/18

Same factors can both enhanceand impede learningan example from veterinary medicine

Factor Enhancing Impeding

Planning of

teaching

(curriculum level)

well organised, small groups,

concentration on key issues,

linked to previous knowledge

heavy workload, too much

facts, big group, wrong place

in the curriculum, not linkedto previous knowledge

Teaching varying methods, good text

books, stimulating

atmosphere

hurry, pressing atmosphere,

poor teaching practices

The teacher expertise, good pedagogicalskills, interactive, motivated

poorly motivated, tootheoretical, poorly prepared

The student interest, motivation, self-

regulation skills

laziness, stress, lack of

interest, too difficult


16/1816

Implementing LEARN in practice

Development

of the

questionnaire

(Research on

validity and

reliability;

modification

to the Finnishcontext ;

analyses of

the results

etc.)

University level quality assurance

Enhancing the quality of teaching and

learning in faculties and departments

Using LEARN as a a part of students

personal study plan, enhancing self-

regulation and metacognitive skills

U i th ti i i


17/18

Using the questionnaire in

enhancing students personal

study skillsQuestionnaire has been obligatory in three

facultiesBiosciences, Law, Veterinary Medicine

In the future, used in all facultiesStudents answer the questionnaire as part of

their personal study plan during the first, thirdand fifth study yearsThe students can use an interpretation key

(self-evaluation form) to analyse their inventoryresultsThe students are able to compare their results to

those of their own faculty and to those of all

university students


18/18

References

-Haarala-Muhonen, A., Lindblom-Ylnne, S. & Parpala, A. (in preparation). Relationship

between approaches to learning and study success of first-year law students

-Myllyl, J., Parpala, A., Lindblom-Ylnne, S., Korvenranta, S. ja Mattila, A. (2007).University students experiences of teaching and learning in the Faculty of Behavioural

Science. Questionnaire for first and third year students. Published in Finnish. Pedagogica-

sarjan julkaisuja 26. Helsingin yliopisto. Kyttytymistieteellinen tiedekunta.

-Parpala, A., Lindblom-Ylnne, S., Komulainen, E., Hirsto, L. & Litmanen, T. (2009).

Students perceptions of the teaching-learning environment, approaches to learning and their

relationship among first- and third-year students. Submitted for publication.

-Parpala, A., Lindblom-Ylnne, S., Komulainen, E., Litmanen, T. & Hirsto, L. (2009).Students approaches to learning and their experiences of the teaching-learning environment

in different disciplines. British Journal of Educational Psychology, accepted for publication.

-Ruohoniemi, M. & Lindblom-Ylnne, S. (2009). Student perspectives on factors enhancing

and preventing their learning. International Journal of Academic Development, 14 (1), 6981.

-Ruohoniemi, M., Parpala, A., Lindblom-Ylnne, S. & Katajavuori, N.(2009) Relationships

between students' approaches to learning, perceptions of the teaching-learning environment,

and study success - a case study of third-year veterinary students. Paper to be presented inEARLI 2009, Amsterdam.

-Rytknen, H., Parpala, A., Virtanen, V. & Lindblom-Ylnne, S. (2009). Approaches to

Learning, Perceptions of the Teaching-Learning environment and their relationship to study

success and study pace of first-year bioscience students. Paper to be presented in EARLI

2009, Amsterdam.

Sari Lindblom Ylnne Centre for Research and Development of Higher Education 18

LEARNresearch_proj160609

Documents

Transcript of LEARNresearch_proj160609