Assessing and developing learning patterns in higher education

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Assessing and developing learning patterns in
higher education

• Heleen Verbeke
• Liesje Coertjens
• Vincent Donche
• Peter Van Petegem
• Research group EduBROn, Institute for education
  and Informational sciences, University of
  Antwerp
• Herman Van de Mosselaer
• Plantijn Hogeschool

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Outline

• SILP-questionnaire
• Learning patterns characteristics
• 3. GoLeWe project

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SILP-questionnaire

• Learning patterns
• the way one usually tackles a learning task,
  studies
• Quickscan
• Fill in, how you study (or, looking back)
• 5 min
• Remark explorative!

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SILP-questionnaire

• Cognitive learning activities (processing
  strategies)
• Deep processing
• Relating, structuring, critical processing
• Surface processing
• Memorising, analysing
• Metacognitive learning activities (regulation
  strategies)
• Self-regulation
• External regulation
• Lack of regulation

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SILP-questionnaire

• Academic motivation
• Controlled motivation
• Autonomous motivation
• A-motivation
• Other questions in SILP
• Self-efficacy
• Study carreer and results

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SILP-questionnaire
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Mentoring with SILP

• Feedback for students
• Comparison with 1st year students
• Feedback on learning motivation

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Feedback

• External regulation FAR BELOW AVERAGE
• Somebody who seeks assistance in his study,
  studies with external regulation. He expects the
  answers on how and what to study from the
  teachers and the instructions in the course
  material. When you study a course, it is
  important to pay enough attention to the
  instructions you receive. But you also have to be
  able to plan and carry out your preparatory study
  activities. During your studies it will be
  expected from you that you gradually evolve to
  more independence.
•  
• Your score on external regulation is low. Of
  course its fine to be independent, to get to
  work without needing the instructions of your
  teacher or the course material, but keep in mind
  that those directions and instructions help you
  to study efficiently. Only when you know all the
  learning goals of each course and you know how
  they will examine you, you can really study
  independently.

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Feedback

• Analysing AVERAGE
• Somebody who studies step by step, divides the
  course material into different pieces and studies
  every part very accurately. This can include the
  successive steps of a theory or the steps of an
  argumentation. Analysing plays a very important
  role in this way of studying.
•  
• Your score on analysing is average. That means
  you can study thoroughly and that you can
  distinguish the main issues from the side issues.
  Just check for yourself if you do this
  sufficiently, or for example only if the subject
  interests you. Make sure you dont lose the
  thread. It helps you to remember and understand
  the course material. You can capture the thread
  to memorise for example the titles and subtitles.
  You can also try to find the essential words in
  each paragraph or make a mindmap.

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Feedback

• A-motivation ABOVE AVERAGE
• A-motivation is a different term for lack of
  motivation. A-motivation can develop when
  somebody has little faith in his own capacities,
  he doesnt expect good results even though he
  works hard for it. A-motivation often appears
  when students dont know how to handle their
  studies. It also appears when students doesnt
  feel good about themselves, when they are
  depressed or feel helpless. Whatever the causes
  are a student who is not motivated, drops out
  more quickly and gets lower study results.
•  
• Your score on a-motivation is low, so you
  probably feel involved in your education. You are
  motivated, and thats why you like your
  education. But being motivated alone is not
  enough. To be successful in your studies its
  also important to be aware of where this
  motivation is coming from.

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Mentoring with SILP

• Feedback for students
• Feedback for staff
• Comparison with average 1st year students
• Excel -gt identify students at risk

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Outline

• SILP-questionnaire
• Learning patterns characteristics
• 3. GoLeWe project

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Statements (1/4)

• How students learn is a matter of personality

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Statements (1/4)

• How students learn is a matter of personality
• Personality (Big Five)
• Openness meaning oriented
• Conscientiousness flexible
• Emotionally unstable reproductive/undirected
• Gender
• F reproductive M undirected
• Age older meaning directed

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Statements (2/4)

• Learning patterns are contextual factors

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Statements (2/4)

• Learning patterns are contextual factors
• Adult education flexible
• Bachelor Master
• Reproductive meaning oriented learning
• Discipline
• Hard soft sciences

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Statements (3/4)

• When students enter higher education, their
  learning patterns are hard to change.

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Statements (3/4)

• When students enter higher education, their
  learning patterns are hard to change
• Long term change possible
• more pronounced after 1st year

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Statements (4/4)

• It is up to the teachers of each course to
  stimulate students in their learning pattern use

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Statements (3/4)

• It is up to the teachers of each course to
  stimulate students in their learning pattern use
• Degree of stability -gt general coaching
• Interaction learning and instruction

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Outline

• SILP-questionnaire
• Learning patterns characteristics
• 3. GoLeWe project

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Golewe project

• Goesting in Leren en Werken
• Fun in/enjoying learning and working
• 1/10/08 1/10/11
• Interreg (European fund for regional development)
• The Netherlands - Flanders
• Universities Institutes for higher education
• Higher education secondary education

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Golewe project

• 3 themes
• A smooth transition to higher education
• Enjoying learning
• Collaborating with the work field

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Golewe project

• 15 actions
• A smooth transition to higher education
• Development of SILP
• 14-16 year
• 3rd bachelor year
• SILP for employees
• Exploring differences between groups (sec educ
  higher education)
• Guide for LP coaching
• Effects of LP coaching
• Effect of feedback?

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Golewe project

• 14 partners in 7 border provinces 5 secondary
  education schools, 7 institutes for Higher
  education, 2 university research centra
• secondary education schools - Instituut
  Heilig-Graf, Turnhout - Koninklijk Atheneum
  Hoboken - Provinciaal Instituut voor Technisch
  Onderwijs, Stabroek - Sint-Carolusinstituut,
  Sint-Niklaas - Sint-Jozefsinstituut, Kontich
• institutes for Higher education - Plantijn
  Hogeschool van de Provincie Antwerpen -
  Faculteit People Business Management,
  Hogeschool Zuyd, Sittard - Groep T-Hogeschool
  Leuven - Hogeschool Zeeland, Vlissingen -
  Katholieke Hogeschool Sint-Lieven,
  Oost-Vlaanderen - NHTV Internationale hogeschool
  Breda - Provinciale Hogeschool Limburg
• university research centra - Onderzoekscentrum
  EduBROn, Universiteit Antwerpen - Universitair
  Centrum voor Talenonderwijs, UGent

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Golewe project

• 14 partners, 15 actions, 3 themes
• Collaboration
• Action groups
• Output
• Workshops
• Project conferences
• www.golewe.eu (in Dutch)
• SILP coaching with SILP, Wolters-Plantijn
  (expected 10/09, in Dutch)

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Contact

• Heleen.Verbeke_at_ua.ac.be
• Vincent.Donche_at_ua.ac.be
• Herman.vandemosselaer_at_plantijn.be

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Further reading?

• van de Mosselaer H., Hiels S., Donche Vincent,
  Van Petegem Peter.- Cruciale leercompetenties
  versterken in het secundair en hoger onderwijs.-
  In Delta tijdschrift voor hoger onderwijs,
  (2008), p. 21-25
• Donche Vincent, Van Petegem Peter.- The
  development of learning patterns of student
  teachers a cross-sectional and longitudinal
  study.- In Higher education the international
  journal of higher education and educational
  planning, 574(2009), p. 463-475
• Donche Vincent, Van Petegem Peter.- Learning
  patterns in higher education the influence of
  personal and contextual factors.- In
  Education-line, (2006), .- www.leeds.ac.uk/educol/
  documents/158315.htm