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An examination of the Applicability of Biggs' 3P Learning Process Model to Italian University
Abstract
Academic institutions have gradually structured their policies on the bases of their students’ perceptions, satisfaction, and needs. The relationship between academic environment and learning quality has become central, leading to a broad range of studies. In the present study we investigated the applicability of Biggs’ 3P learning process model to the Italian context. The sample consists of 874 students mostly enrolled in an undergraduate program in Psychological Sciences in five Italian universities. Students were recruited on campus and asked to complete a questionnaire. We assessed students’ characteristics, perceptions of the learning environment, approach to the study and learning outcomes. The relationship between the presage, process and product aspects of the model were investigated using structural equation modelling techniques. Our data showed that students’ positive perceptions of the academic environment are related to the adoption of deep approach to study, while negative perceptions are related to the adoption of superficial approach to study. Moreover, students’ positive perceptions of the academic environment are related to better study outcomes and, more specifically, with better qualitative outcomes. Results confirmed the relationship described by Biggs, and suggested that this theoretical model, even taking into account the cultural differences, can be profitably applied to the Italian academic context.
... Which SAL students choose is contingent on their metacognitive focus on the learning rather than the learning content, which is dependent on their interpretation of the learning contexts, their previous knowledge and experience, and their motivation (Biggs, 1989(Biggs, , 1991. Therefore, students may choose different learning approaches in different teaching contexts (Alemayehu & Chen, 2021;Baeten et al., 2010;Barattucci et al., 2017;Duff & McKinstry, 2007;Richardson, 2005). Such variability provides teachers with the potential to elicit the optimal SALs through appropriate curriculum design, instructional strategies, and assessment methods. ...
... These studies revealed that individual factors, such as gender, educational attainment, optimistic expectations of the major, learning experiences, and interest-to-effort ratios can have a significant influence on the SAL (Duff & Mladenovic, 2015;Qureshi et al., 2022;Smarandache et al., 2022;Smith & Mathias, 2010). However, as the influence on SAL varies across different courses and majors, SAL may also be related to teaching contexts (Baeten et al., 2010;Barattucci et al., 2017;Dart et al., 1999;Han & Geng, 2023;Sigurðardóttir & Heijstra, 2020;Wang et al., 2023). For example, learning environments that are highly personalized and encourage active student engagement are more likely to encourage deep learning approaches (Dart et al., 1999;Duff & McKinstry, 2007). ...
... The 3P learning system model. environment (Barattucci et al., 2017;Duff & McKinstry, 2007;Hua et al., 2023), and the influence paths between the factors can differ depending on the learning outcomes (Guo, 2018). ...
... A study of Italian undergraduate students (Barattucci et al., 2017) revealed that course perceptions are weak predictors of achievement, while study approach seems not to mediate the relationship between presage factors and products. However, the research did not consider differences between normal students and delayers. ...
... In order to address this knowledge gap, a correlational study with Italian Post-graduate students was designed using the Biggs's 3P model of learning (2003), to explore the (Biggs, 1989) The study aims to explore which factors and perceptions can predict differential approaches to study, which impact on student achievement and delay. The study selected variables from an adapted version of the 3P learning process model (Barattucci et al., 2017) and from a review of the literature relating to academic difficulties (schooling background; autonomy in learning and class attendance as study factors linked to social and academic integration) (Geisinger & Raman, 2013;Mannan, 2007;Paul et al., 2009;Zacks & Hen, 2018) Using this model, student's background, personal variables (motivation, and selfefficacy), learning environment perceptions (appropriate workload, appropriate assessment, collegiality, and teaching quality) and approaches to study (deep and surface), together with study process variables (class attendance and autonomy), were selected to be analysed together with students' academic achievement (GPA) and delay (number of repeated exams). ...
... As a first step (Model 1), an adapted version of the Biggs' 3P learning process model, focussing on academic achievement, was developed on the basis of the previous regression results and empirical evidence (Barattucci et al., 2017;Diseth, 2007;Lizzio et al., 2002;Trigwell et al., 2013). It considered the following measures: school grades, ...
Using the Biggs' 3P learning model and correlational design, this study explores the relationship between students' individual characteristics and course perceptions, approach to study, and academic outcomes, which account for the differences in academic achievement and student delay. 612 Italian students of a master's degree in psychology participated by completing a questionnaire with measures of Presage (prior school background, motivation, self-efficacy, course perceptions), Process (approach to study, class attendance and autonomy in learning) and Product of learning (achievement, delay, satisfaction). Regression analysis and Structural Equation Modelling showed that prior school background directly predicts achievement and delay, while motivation, self-efficacy, teaching and workload perceptions, jointly predict achievement through the approach to study. The results underlined differences between on-time and delayer students that should be given due consideration by academic institutions in order to develop correct processes and practices that support students on their academic path.
... A study of Italian undergraduate students (Barattucci et al., 2017) revealed that course perceptions are weak predictors of achievement, while study approach seems not to mediate the relationship between presage factors and products. However, the research did not consider differences between normal students and delayers. ...
... In order to address this knowledge gap, a correlational study with Italian Post-graduate students was designed using the Biggs's 3P model of learning (2003), to explore the (Biggs, 1989) The study aims to explore which factors and perceptions can predict differential approaches to study, which impact on student achievement and delay. The study selected variables from an adapted version of the 3P learning process model (Barattucci et al., 2017) and from a review of the literature relating to academic difficulties (schooling background; autonomy in learning and class attendance as study factors linked to social and academic integration) (Geisinger & Raman, 2013;Mannan, 2007;Paul et al., 2009;Zacks & Hen, 2018) Using this model, student's background, personal variables (motivation, and selfefficacy), learning environment perceptions (appropriate workload, appropriate assessment, collegiality, and teaching quality) and approaches to study (deep and surface), together with study process variables (class attendance and autonomy), were selected to be analysed together with students' academic achievement (GPA) and delay (number of repeated exams). ...
... International Journal of Instruction, October 2021 • Vol.14, No.4 regression results and empirical evidence (Barattucci et al., 2017;Diseth, 2007;Lizzio et al., 2002;Trigwell et al., 2013). It considered the following measures: school grades, motivation, self-efficacy, appropriate workload and good teaching as presage factors; deep approach and surface approach as process factors; average test score and number of repeated exams, as learning outcomes. ...
Using the Biggs' 3P learning model and correlational design, this study explores the relationship between students' individual characteristics and course perceptions, approach to study, and academic outcomes, which account for the differences in academic achievement and student delay. 612 Italian students of a master's degree in psychology participated by completing a questionnaire with measures of Presage (prior school background, motivation, self-efficacy, course perceptions), Process (approach to study, class attendance and autonomy in learning) and Product of learning (achievement, delay, satisfaction). Regression analysis and Structural Equation Modelling showed that prior school background directly predicts achievement and delay, while motivation, self-efficacy, teaching and workload perceptions, jointly predict achievement through approach to study. The results underlined differences between on time and delayer students that should be given due consideration by academic institutions in order to develop correct processes and practices that support students on their academic path.
... It proposed three learning stages of Presage, Process, and Product (Biggs, 1989) [20]: (1) Presage: factors such as student characteristics and learning environment; (2) Process: learning methods used by students during the learning process; and (3) Product: learning outcomes. Existing studies have used the 3P model to explore the relationship between students' individual backgrounds such as cognitive level and subject interest (Lee & Chan, 2018) [21], environmental factors such as teaching methods perception (Deng, Benckendorff & Gannaway, 2019) [22], process factors such as learning strategies and learning methods (Biggs & Moore, 1993) [23], and product such as academic performance and learning satisfaction (Barattucci, Pagliaro, Cafagna, & Bosetto, 2017) [24]. Biggs (1989) [20] argued that personal and environmental factors (Presage) may influence students practicing a specific learning process (Process), thereby affecting the final learning outcome (Product). ...
... It proposed three learning stages of Presage, Process, and Product (Biggs, 1989) [20]: (1) Presage: factors such as student characteristics and learning environment; (2) Process: learning methods used by students during the learning process; and (3) Product: learning outcomes. Existing studies have used the 3P model to explore the relationship between students' individual backgrounds such as cognitive level and subject interest (Lee & Chan, 2018) [21], environmental factors such as teaching methods perception (Deng, Benckendorff & Gannaway, 2019) [22], process factors such as learning strategies and learning methods (Biggs & Moore, 1993) [23], and product such as academic performance and learning satisfaction (Barattucci, Pagliaro, Cafagna, & Bosetto, 2017) [24]. Biggs (1989) [20] argued that personal and environmental factors (Presage) may influence students practicing a specific learning process (Process), thereby affecting the final learning outcome (Product). ...
Digitalization provides opportunities for sustainable development. Cultivating postgraduates’ digital skills is an important task of higher education to support sustainable development (HESD). As a crucial way of cultivating digital skills, high-quality online learning processes are of great significance to achieve “Quality Education”, in line with the 2030 sustainable development agenda. Based on Biggs’s 3P (Presage-Process-Product) learning model, this study focused on the whole learning process and explored the relationship among postgraduates’ information literacy, online platforms, online knowledge-sharing processes and their innovation performance. The analysis of a questionnaire survey of 501 Chinese postgraduates showed that (1) information literacy has a positively predictive effect on postgraduates’ innovation performance; (2) different online learning processes lead to different learning results. Compared to the quantity-oriented online knowledge sharing process (Qty-KSP), the quality-oriented online knowledge sharing process (Qlty-KSP) is related to better innovation performance, which opens onto this study’s third finding: (3) Qty-KSP and Qlty-KSP play a parallel mediating effect between postgraduates’ information literacy and their innovation performance. Compared to Qty-KSP, Qlty-KSP is a more powerful intermediary variable, which leads to this study’s fourth finding; (4) an efficient online learning environment can contribute to higher-quality online learning process, thus improving postgraduates’ innovative performance. This study suggests that policy makers should develop postgraduates’ digital skills for sustainable development in the digital age. This can be achieved by (1) cultivating postgraduates’ information literacy; (2) encouraging them to practice high-quality online learning processes; and (3) providing an efficient sharing platform for sustainability, resilience, and digitalization in higher education.
... It proposed three learning stages of Presage, Process, and Product (Biggs, 1989) [20]: (1) Presage: factors such as student characteristics and learning environment; (2) Process: learning methods used by students during the learning process; and (3) Product: learning outcomes. Existing studies have used the 3P model to explore the relationship between students' individual backgrounds such as cognitive level and subject interest (Lee & Chan, 2018) [21], environmental factors such as teaching methods perception (Deng, Benckendorff & Gannaway, 2019) [22], process factors such as learning strategies and learning methods (Biggs & Moore, 1993) [23], and product such as academic performance and learning satisfaction (Barattucci, Pagliaro, Cafagna, & Bosetto, 2017) [24]. Biggs (1989) [20] argued that personal and environmental factors (Presage) may influence students practicing a specific learning process (Process), thereby affecting the final learning outcome (Product). ...
... It proposed three learning stages of Presage, Process, and Product (Biggs, 1989) [20]: (1) Presage: factors such as student characteristics and learning environment; (2) Process: learning methods used by students during the learning process; and (3) Product: learning outcomes. Existing studies have used the 3P model to explore the relationship between students' individual backgrounds such as cognitive level and subject interest (Lee & Chan, 2018) [21], environmental factors such as teaching methods perception (Deng, Benckendorff & Gannaway, 2019) [22], process factors such as learning strategies and learning methods (Biggs & Moore, 1993) [23], and product such as academic performance and learning satisfaction (Barattucci, Pagliaro, Cafagna, & Bosetto, 2017) [24]. Biggs (1989) [20] argued that personal and environmental factors (Presage) may influence students practicing a specific learning process (Process), thereby affecting the final learning outcome (Product). ...
Digitalization provides opportunities for sustainable development. Cultivating postgraduates’ digital skills is an important task of higher education to support sustainable development (HESD). As a crucial way of cultivating digital skills, high-quality online learning processes are of great significance to achieve “Quality Education”, in line with the 2030 sustainable development agenda. Based on Biggs’s 3P (Presage-Process-Product) learning model, this study focused on the whole learning process and explored the relationship among postgraduates’ information literacy, online platforms, online knowledge-sharing processes and their innovation performance. The analysis of a questionnaire survey of 501 Chinese postgraduates showed that (1) information literacy has a positively predictive effect on postgraduates’ innovation performance; (2) different online learning processes lead to different learning results. Compared to the quantity-oriented online knowledge sharing process (Qty-KSP), the quality-oriented online knowledge sharing process (Qlty-KSP) is related to better innovation performance, which opens onto this study’s third finding: (3) Qty-KSP and Qlty-KSP play a parallel mediating effect between postgraduates’ information literacy and their innovation performance. Compared to Qty-KSP, Qlty-KSP is a more powerful intermediary variable, which leads to this study’s fourth finding; (4) an efficient online learning environment can contribute to higher-quality online learning process, thus improving postgraduates’ innovative performance. This study suggests that policy makers should develop postgraduates’ digital skills for sustainable development in the digital age. This can be achieved by (1) cultivating postgraduates’ information literacy; (2) encouraging them to practice high-quality online learning processes; and (3) providing an efficient sharing platform for sustainability, resilience, and digitalization in higher education.
... Download source file (60.71 kB) Development of MMS for secondary school students 3 learning process and outcomes (Abdurrahman & Garba, 2014;Barattucci, Pagliaro, Cafagna, & Bosetto, 2017;Murayama, Pekrun, Lichtenfeld, & Hofe, 2012;Sartawi, Alsawaie, Dodeen, Tibi, & Alghazo, 2012). Everyone is distinct, and individuals with the same affective, cognitive, and psycho-motor characteristics are rare to find (Ersoy & Oksuz, 2015). ...
... Motivation contributes significantly not only to learning outcomes of secondary school students but also across childhood learning through adolescence (Tella, 2007). Multiple evidences in diverse fields of studies including mathematics have been documented on the strong relationships between motivation, persistence on learning in the face obstacles, learning curiosity, learning outcomes, and performance of students (e.g., Barattucci, Pagliaro, Cafagna, & Bosetto, 2017;Denzine & Brown, 2015). As important as achievement motivation is, especially to learning outcomes, appropriate instruments are still lacking to measure it. ...
The motivation for learning mathematics is an essential factor in predicting the performance of secondary school students. Students who are intrinsically or extrinsically motivated to learn mathematics generally demonstrate higher performance than others who are not motivated. However, a properly designed instrument for the measurement of this construct has been sparsely reported in the literature. The present study is carried out to develop an instrument of high psychometric properties for measuring the construct. The study involved 439 students randomly selected across secondary schools using a survey research design. An exploratory factor analysis (EFA) was conducted to determine the factor structure and distribution of items in each of the mathematics motivation subscales. The factors are extracted using principal component analysis, and the extracted factors are rotated using varimax. The analysis results in a final 24-item mathematics motivation scale, which contained five subscales with around half of the total variance explained of 48.99% explained variance. A high-reliability coefficient was found for the whole instrument with some empirical evidence of construct validity. The concise instrument is recommended for assessing the motivation of secondary school students, and further studies are recommended for its confirmation of factor structures in independent samples.
... Based on evidence from the literature on the specific and distinctive variables of online learning environments, an integration of Biggs's 3P model of learning (Fig. 1) [29,34] and Ramsden's model [35] (Fig. 2) is proposed in order to analyse the influence and contribution of different factors (students' prior characteristics, students' personal variables, student perceptions of the learning environment) on the approach to study and academic outcomes in students on online courses (Fig. 3) [39]. ...
... Future research should investigate and verify the applicability of the presented theoretical model in distance learning academic contexts, through experimental, correlational or qualitative studies [39]. ...
The progressive spread of online academic courses is a result of the flexible and customisable nature of the related learning process, while some studies on students’ achievement in distance learning universities have underlined retention as a priority issue for future research. Despite the number of studies that have investigated specific variables related to online learning, there are no systemic reference models that consider specific online environmental variables, IT competence and outcomes together. This paper offers an integrated model to test the contribution of different variables in predicting student performance in online academic courses, building on the literature on the digital learning environment and achievement. The model, based on the initial Biggs’ 3P learning model, aims to evaluate technical competency and the ability to self-manage as personal variables; furthermore, it proposes the analysis of a set of perceptions related to course design. Through the proposed model, a student’s background, personal variables, perception of the physical learning environment and perception of the course design can be utilized as predictors of student performance. Future research should investigate the applicability of the model in academic distance learning contexts.
... In the realm of mathematics learning, students with high motivation are generally assumed to outperform others with less motivation (Singh, Granville, & Dika, 2002). Therefore, students' motivation affects their learning processes and outcomes (Abdurrahman & Garba, 2014;Barattucci, Pagliaro, Cafagna, & Bosetto, 2017;Sartawi, Alsawaie, Dodeen, Tibi, & Alghazo, 2012). Everyone is naturally different. ...
... Motivation contributes significantly not only to learning outcomes of secondary school students but also across childhood learning through adolescence (Tella, 2007). Multiple shreds of evidence in diverse fields of studies including mathematics have been documented on the strong relationships between motivation, persistence on learning in the face obstacles, learning curiosity, learning outcomes, approaches to learning, and performance of students (Barattucci et al., 2017;Denzine & Brown, 2015;Zakariya, 2019).Despite the influence of motivation to learn on students' achievement in mathematics, a welldeveloped measure of the construct with a focus on Nigerian secondary school students is lacking in the literature. Considering the fact Nigerian secondary school students are highly prone to performance attrition in mathematics (Zakariya, Ibrahim, & Adisa, 2016) coupled with cultural sensitivity of personal factors such as motivation, one may argue that the motivation scales developed elsewhere could lack validity and reliability in the Nigerian context. ...
The motivation for learning mathematics is an essential factor in predicting the performance of secondary school students. Students who are intrinsically or extrinsically motivated to learn mathematics generally demonstrate higher performance than others who are not motivated. However, a properly designed instrument for the measurement of this construct has been sparsely reported in the literature. The present study is carried out to develop an instrument of high psychometric properties for measuring the construct. The study involved 439 students randomly selected across secondary schools using a survey research design. An exploratory factor analysis (EFA) was conducted to determine the factor structure and distribution of items in each of the mathematics motivation subscales. The factors are extracted using principal component analysis, and the extracted factors are rotated using varimax. The analysis results in a final 24-item mathematics motivation scale, which contained five subscales with around half of the total variance explained. A high-reliability coefficient was found for the whole instrument with enough empirical evidence of construct validity. The concise instrument is recommended for assessing the motivation of secondary school students, and further studies are recommended for its confirmation of factor structures in independent samples.
... Este modelo ha influido significativamente en la evaluación de la enseñanza y el aprendizaje durante las últimas tres décadas. Por su parte, Barattucci (2017) y otros han demostrado la aplicabilidad de este modelo en el contexto de la educación superior italiana, destacando que la percepción del ambiente académico, los métodos de aprendizaje y los resultados son cruciales para la educación. ...
Introducción: El creciente número de estudiantes chinos en Cataluña enriquece la diversidad cultural de la región al tiempo que presenta desafíos educativos únicos que requieren intervenciones específicas. Metodología: Utilizando el modelo 3P de Biggs y la teoría del Aprendizaje Autorregulado, esta investigación desarrolló meticulosamente un cuestionario diseñado para explorar tanto los comportamientos subjetivos como los factores ambientales que impactan en el rendimiento académico. El estudio involucró una muestra representativa de 122 estudiantes de cinco universidades en Cataluña. Resultados: Los procesos de validación establecieron la alta fiabilidad del cuestionario y validaron su integridad estructural, convirtiéndolo en una herramienta efectiva para capturar las experiencias académicas de los estudiantes chinos. Discusión: Esta investigación destaca el logro en el desarrollo de un instrumento de medición fiable que captura eficazmente la interacción compleja de factores que influyen en el rendimiento estudiantil en entornos educativos multiculturales. Conclusiones: Los hallazgos subrayan el potencial de las estrategias educativas personalizadas para mejorar los resultados académicos, orientando futuras políticas educativas e intervenciones en contextos multiculturales.
... These can differ from one college to another and can impact on adoption of deep approach to learning. Process factors are concerned with strategies used by teacher and students while learning is taking place [38]. This involves the approaches of teachers to teaching which could either be student-centered or teacher-centered in nature and these can differ from one nursing college to another which then impact on the students' adoption of the deep approach to learning. ...
Background
Students’ approaches to learning are of essence in nursing education. This is because nursing is a profession where classroom learning leads to clinical performance. Although the literature recognizes student’s approaches to learning as a significant aspect affecting the quality of students’ learning, studies suggest that quality of learning has not been highly achieved in Malawian nursing colleges. Currently, there is a scarcity of empirical data on the learning approaches that Malawian nursing and midwifery students in nursing colleges employ. This study assessed the different approaches to learning among nursing and midwifery students in selected Malawian nursing colleges.
Methods
This was a cross- sectional study that employed quantitative methods. The target population was nursing and midwifery students pursuing nursing diplomas from Nkhoma College of Nursing, Ekwendeni College of Health Sciences and Malawi College of Health Sciences. A total of 251 students were sampled randomly from the three nursing colleges. Data was collected through a self-administered questionnaire (R-SPQ-2 F) by Biggs. The data was analyzed using chi-square and binary logistic regression. In this study Cronbach’s alpha was 0.6.
Results
Most students had used a deep approach to learning (M = 3.201, SD = 0.623) than the surface approach (M = 2.757, SD = 0.732). Being in the age category of 16–20 had more likelihood of adopting a surface approach to learning compared to other age categories (X² = 7.669, DF 2, P = .02). Students from Malawi College of Health Sciences were more likely to adopt a surface approach to learning compared to students from Nkhoma Nursing College and Ekwendeni College of Health Sciences (X² = 12.388, df = 2, P = .002).
Conclusion
A deep approach to learning emerged as the most preferred approach to learning which indirectly implies that most students attain meaningful learning. Age and environment are some of the key determinants associated with different learning approaches. More attention should be given to younger students during teaching and learning to promote deep learning.
... Presage refers to what students possess prior to the learning process (similar to the input in the I-E-O model), process is about learning-focused activities, and the product is students' learning outcomes. The 3P model has been widely adopted to examine student learning in higher education (Barattucci et al., 2017;McMahon et al., 2016), especially classroom learning (Clinton, 2014;Han, 2014). ...
Book Overview:
Includes case studies to illustrate concepts introduced throughout the book;
Involves essential information about indigenous mental health in rural and remote contexts;
Comprises special chapter on immersive and participatory installations by contemporary artist Olafur Eliasson.
... Esto se puede explicar desde la conceptualización de Biggs (2005) sobre enseñanza y aprendizaje, la cual nos hablar de tres variables para poder explicar estos procesos, elementos que influirán en la elección del enfoque por los profesores (Barattucci, Pagliaro & Cafagna;, donde incluso las características del estudiante, y el desarrollo del plan de estudio específico de la carrera también tienen un impacto en el enfoque de enseñanza adaptado (Badia, García & Meneses, 2017), variables que tendrían que incluirse en un segundo estudio. ...
Buscando contribuir a una educación de calidad en las Escuelas de Negocios, la presente investigación reflexiona sobre el papel de sus profesores buscando entender cómo enseñan. Esto se puede interpretar a partir de la teoría de los Enfoques de Enseñanza, los cuales se construyen con las estrategias y las motivaciones que los profesores tienen sobre su práctica, considerando dos posturas: una centrada en la enseñanza (ECE) y otra centrada en el cambio conceptual (ECC). Se buscó conocer la preferencia de enfoque que utilizan los profesores, partiendo de un estudio exploratorio con el Cuestionario de Enfoques de Enseñanza (Monroy Hernández, 2013) aplicado a 56 profesores. El resultado, aunque arrojo una preferencia hacia el Enfoque EEC (67%), también mostró un tercer enfoque: equilibrado. Si bien el resultado concuerda con el Modelo Educativo, se hace necesario investigar y trabajar con más variables para indagar sobre la influencia de la disciplina en la enseñanza.
... Recently, more researchers have been realizing that learning methods, as process variables, would be affected by variables relating to learning preparation, which would have a sustained influence on learning achievement variables [116][117][118]. For example, Barattucci et al. demonstrated the mediating function of learning methods between the perceptions of the academic environment (one of the representative variables of learning preparation) and learning achievement by using the 3P teaching and learning model [119]. University students' academic self-concept and course experience, which both represent the learning preparation variables, are therefore very likely to indirectly predict learning achievement through different learning methods, according to their findings. ...
The effectiveness of the blended teaching model in improving university students’ English learning achievement has been frequently reported in China in the post-pandemic era. However, such research has seldom explored the students’ entire EFL (English as a foreign language) learning process and mechanism from the perspective of learners within this model. This study therefore used the 3P (presage, process and product) teaching and learning theory to explore the mediating role of learning methods (i.e., learning engagement and academic procrastination) in the relationship between learning preparation (i.e., academic self-concept and course experience) and learning achievement within the Chinese EFL blended teaching context from the perspective of learners. In this study, 942 Chinese university students (male: N = 447; female: N = 495) participated in a survey and completed electronic questionnaires on EFL-related academic self-concept, learning engagement, academic procrastination, and learning achievement. The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that both students’ academic self-concept and course experience directly and positively predicted their English learning achievement. Moreover, students’ academic self-concept of learning achievement was partially mediated by learning engagement and academic procrastination, whereas the effect of course experience on learning achievement was fully mediated by learning engagement and academic procrastination. After discussing these findings, suggestions as well as limitations for future studies will be given.
... A total of eight hypothetical cases about the lapses of professional behaviors in the digital world were used to generate discussions and to attain plausible solutions using the MEeP framework as a reference. These cases were developed by all researchers using the three Ps model of Biggs; presage, process, and product (28). The final list of cases was approved after several rounds of reviews and discussions. ...
Background
There is increasing evidence on the exponential use of technology-based social media in medical field that has led to a proliferation of unprofessional behaviors in digital realm. Educating, training, and changing the behaviors of healthcare professionals are essential elements to restrain the rising unprofessional incidents. Therefore, this research was designed to determine the impact of an interventional workshop on the medical and dental students in improving their professional behaviors in the digital world using the newly developed medical Education e-Professionalism (MEeP) framework.
Methods
We adopted the Theory of Planned Behavior (TPB) as a benchmark reference which explores constructs intertwined with the mission-based MEeP framework; values (whistleblowing-raising concerns), behaviors (being responsible in the digital world) and identity (reflective practice in the digital world). A multicentre 3-phased mixed-method study was conducted using a pre-workshop survey, an online interventional workshop, and a post-workshop survey. SPSS and NVivo were the tools used for the data analysis.
Results
A total of 130 students registered for workshop out of which 120 completed the pre-workshop survey, 62 joined the workshop and 59 completed the workshop and post-workshop survey. From the whistleblowing – raising concern perspective, we found that attitudes and perceived behavioral control had a significant relationship. While for responsible in digital world category, attitude and perceived behavioral control had a significant bearing on the intentions. Third, for reflective practice , attitude and subjective norms significantly enhanced the intention of participants. A multi layered thematic analysis yielded four overarching themes of attitudes, subjective norms, perceived behavioral control and intentions. Most students showed positive attitudes of being reflective, self-directed, and humane . Students realized the subjective norms had made them conscientious, self-aware and conformative . While perceived behavioural control manifested as identity and Intentions were heavily reliant on self-actualization .
Conclusion
Our mixed method study found that the interventional workshop using MEeP framework significantly improved attitudes, subjective norms, perceived behavioral control, and intentions. This study provides valuable evidence of MEeP framework evaluation using the theoretical underpinning of TPB by reporting positive changes in professional values, behaviors, and identities of undergraduate medical and dental students.
... For all of the above, the choice of one model or another to explain academic achievement and the role of learning approaches is highly important in the practice of Educational Psychology at university (Green, 2014;Hazan and Miller, 2017). The present research study seeks to offer an alternative conceptual view, as well as empirical evidence to contribute to an integrated analysis of learning approaches, achievement and academic satisfaction, considering these as variables that depend on both learning and teaching processes in the formal university context (Biggs, 2001;Biggs and Tang, 2011;Barattucci et al., 2017;Kember et al., 2020). ...
The aim of this research was to determine the degree to which undergraduate students’ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university.
... Several authors have empirically tested the validity of the Biggs'3P model. Barattucci et al. (2017) and Hamilton & Tee (2009) used students' survey data and applied structural equation modeling to confirm the relationship between presage-process-product categories. Likewise, Haverila (2011) and Zhang (2010), collected responses from students' questionnaires and obtained similar results using regression analyses. ...
Purpose
The purpose of this paper is to assess the main factors that contribute to teaching and learning sustainability in management education (SiME), which is defined as a body of knowledge that meets the needs of both current and future generations of students.
Design/methodology/approach
The authors adopt the Biggs’ Presage–Process–Product (3P) learning model to guide and categorize the findings from the literature review on SiME. This study provides an overview of journal articles published between 2002 and 2017.
Findings
In the context of SiME, Biggs’ 3P model shows how teaching context and students’ background (presage factors) influence students’ approaches to learning, which can range from surface to deep learning (process) and result in various learning outcomes (products).
Research limitations/implications
The literature review may have excluded important and relevant work from the sample.
Practical implications
This review highlights that personal and institutional commitments are necessary to promote effective learning of sustainability.
Social implications
Effective learning outcomes (deep learning) in sustainability should encourage students to reflect on their personal values and behaviors and to acquire analytical skills aimed at promoting conservation and remediation of social, environmental and economic problems.
Originality/value
This paper provides an application of Biggs’ 3P learning model in the context of sustainability, which highlights the conditions for deep learning as critical given the complexity and urgency of addressing sustainability crises.
... This finding is consistent with the literature and reinforces the idea that adopting a deep approach implies active involvement of students. In fact, engaged students are likely to realize how important attending classes (Barattucci et al., 2017), interacting with teachers and classmates, and learning with questions, examples, and exercises can be for their learning. Current data suggest that students who report using a deep approach, even in the peak period of preparation of work and examinations, need more time to fully understand the learning contents because they relate concepts and integrate their knowledge into a meaningful whole. ...
The current study aimed to analyze the relationships between students’ background variables (students’ academic preparation and sociocultural status), students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students’ cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students’ grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students’ background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students’ engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.
... Moreover, they interact with other variables that appear previously or later on. These variables are shown in Figure 1, organized according to Biggs' 3P Model of Presage, Process, Product (Biggs, 2001); the 3P model has been confirmed in many research studies (Barattucci, Pagliaro, Cafagna & Bosetto, 2017). The SLPS Competency Model has appeared in recent Educational Psychology research (Contreras, 2015), although it requires further empirical validation. ...
This investigation established unpleasant past experience in interdependent and predictive relations with irrational beliefs, test anxiety, self-regulated study and academic stress, variables belonging to the competency for performing in highly demanding contexts. Participants were 221 candidates enrolled in preparatory academies, where they were preparing for competitive exams for posts as public elementary school teachers. The variables were measured using validated self-reports. A linear, ex post-facto design was used, with inferential and structural analyses. Unpleasant experience was shown to have significant, positive, interdependent relations with irrational beliefs and physiological stress responses, as well as negative relations with self-regulated study. Significant, predictive, structural relations were found between unpleasant experience and cognitive, behavioral, and physiological stress responses. These results partially validate the relationships shown in the SLPS Competency model, which explains learning in stressful contexts; and offer evidence of the need to train students for these situations.
... Product factors include the learning outcomes that students derive from the learning process (assessment scores, satisfaction and perceptions of transferable skills development). [4] Figure 1 shows a diagram of the 3P learning model. ...
... Nevertheless, the relationship between study approach and academic performance is not clear and this is also demonstrated by the conflicting results of some researches that, in general, underline a more evident connection between deep approach, academic success and qualitative learning outcomes (understanding of educational goals and satisfaction) rather than quantitative outcomes (grades) (Eley, 1992;Entwistle & Ramsden, 1983;Lizzio et al., 2002;Trigwell, Ashwin, & Millan, 2013). By taking into account different academic systems, many researchers analyzed the applicability of models that were centered on study approach (Barattucci, Pagliaro, Cafagna, & Bosetto, 2017;Byrne & Flood, 2003;Eley, 1992;Espeland & Indrehus, 2003;Lizzio et al., 2002;Ramsden, 1991;Richardson, 1994Richardson, , 2005aRichardson, , 2005bTrigwell & Prosser, 1991;Wilson, Lizzio, & Ramsden, 1997) and used at the same time in European, Asian, African and Latin American academic contexts, which did not always coincide with the closed campus model. In Latin American and Iberian contexts, the theoretical evolution of models centered on study approach was supported by SAL (Pina, Sanz & Sánchez, 2005;Garcia Berbén, 2005;Rosário, González-Pienda & Cerezo et al., 2010;Beltrán-Herrera & Díaz-Barríga, 2011) and by Estilos de Aprendizaje (Barros, García & do Amaral, 2008;Lugo, Hernandez & Montijo, 2012). ...
Academic institutions have gradually structured their policies on the basis of their students' perceptions, satisfaction and needs. This paper explores the use of phenomenography in the Student Learning Perspective, which claims that students' perceptions of the learning environment, in light of their motivations and expectations, determine how situational factors influence approaches to learning and learning outcomes. Firstly, the article investigates the context of development of this line of research and the studies concerning the effect of environmental, organizational and contextual factors on students' perceptions and learning; secondly, it describes the phenomenographic research methodology and the theoretical models of learning process developed. Finally, the paper reviews the studies on study approach and contextual variables, and discusses the applicability of SLP models to different academic systems and practical applications concerning teaching quality, assessment tools and students' perceptions of the quality of the learning environment.
... The concept of approach to study, conceived in the wake of Marton and Säljö's research (1997) and in line with the results of other authors (Pask, 1976;Svensson, 1977;Entwistle, Hanley & Hounsell, 1979), became the basic construct for the development of Biggs's theory of Student Approaches to Learning (SAL) (1993a). Nowadays, thanks to its centrality and specificity, this theory is a framework for the systemic and constructivist conceptualization of teaching and learning (Biggs, Kember & Leung, 2001), that could fit several learning environments (Barattucci & Zuffo, 2012;Barattucci et al., 2017). The strength of the construct approach to study lies in the fact that it is focused on a set of factors influencing the quality of learning, such as learning and teaching environment, types of teaching and assessment, and the related students' perceptions (Prosser & Trigwell, 1999;Ramsden, 2003). ...
This review investigates the contribution of John Biggs in playing an important role within learning research and educational system quality. Schools and Universities have gradually structured their policies on the bases of their students’ perceptions, satisfaction, and needs. The interest in the measurement of student’s study strategies and perceptions is the result of the needs for educational institutions to demonstrate their effectiveness in teaching. Biggs’s model conceptualizes the learning process as an interactive system of three sets of variable: the learning environment and student characteristics, students’ approach to learning, and learning outcomes. By exploring findings from educational studies, the review seeks to examine the evolution of Biggs’s learning model and his contribution to understand individual, interpersonal and contextual factors that determine effectiveness of learning.
Background
- Students’ approaches to learning are of essence in nursing education. This is because nursing is a profession where classroom learning leads to clinical performance. Although the literature recognizes student’s approaches to learning as a significant aspect affecting the quality of students’ learning, studies suggest that quality of learning has not been highly achieved in Malawian nursing colleges. Currently, there is a scarcity of empirical data on the learning approaches that Malawian nursing and midwifery technician students in nursing colleges employ. This study assessed the different approaches to learning among nursing and midwifery technician students in selected Malawian nursing colleges.
Methods
– This was a cross- sectional study that employed quantitative methods. The target population was nursing and midwifery technician students from Nkhoma College of Nursing, Ekwendeni College of Health Sciences and Malawi College of Health Sciences. A total of 251 students were sampled randomly from the three nursing colleges. Data was collected through a self-administered questionnaire (R-SPQ-2F) by Biggs. The data was analyzed using chi-square and binary logistic regression. In this study Cronbach’s alpha was 0.6.
Results
- Most students had used a deep approach to learning (M = 3.201, SD = 0.623) than the surface approach (M = 2.757, SD = 0.732). Being in the age category of 16–20 had more likelihood of adopting a surface approach to learning compared to other age categories (X² = 7.669, DF 2, P = .02). Students from Malawi College of Health Sciences were more likely to adopt a surface approach to learning compared to students from Nkhoma Nursing College and Ekwendeni College of Health Sciences (X² = 12.388, df = 2, P = .002).
Conclusion
A deep approach to learning emerged as the most preferred approach to learning which indirectly implies that most students attain meaningful learning. Age and environment are some of the key determinants associated with different learning approaches. More attention should be given to younger students during teaching and learning to promote deep learning.
Referring to the institutional and research indications, those involved in higher education policies and management are formulating new plans to face, on the one hand, the decline in academic enrolments, on the other, the growing increase of
early university-leavers. Academic drop-out and negative experiences and affect, in addition to being indicators of academic ineffectiveness, should be profitably analysed as well as their possible determinants to plan preventive policy measures
and strategies. Despite the number of studies that have investigated variables related to learning and study experience, tools have yet to be defined to predict drop-out and delay in academic courses. Starting from the aforementioned
assumptions and gaps, and with the aim of predicting academic drop-out and student’s negative experiences, an adaptation to the Italian context of the Cynical Attitude Toward College Scale (CATCS) was proposed and its psychometric characteristic analysed through SEM. Moreover, the research investigated the
possible role of Student Cynicism in predicting Achievement, and of Student’s environmental perceptions in predicting Cynicism. Results showed that the CATCS can be profitably used in the Italian academic context: the CFA of the 11-item CATCS version showed that it is a reliable and valid measure.
The Learning Assistant (LA) model was designed to facilitate the innovative use of active learning in large lecture courses by training and integrating undergraduate near-peer instructors called Learning Assistants (LAs). We analyze the LA model in the context of the course learning activities, their influence on student outcomes, and students’ expectations for the course. We used results from a large-scale survey to model expectations, course activities, and outputs in the form of course satisfaction and final grades, and drew from interviews, classroom observations, and student focus groups to make sense of the model results. Quantitative results revealed a small positive effect of LAs on final grade when only LAs were input into the statistical model. However, when the influence of students’ perceptions of their professor, their teaching fellow (TF), and their own study habits were included, the effect of LAs was mitigated. Qualitative results showed that while undergraduates reported that they felt more comfortable asking LAs questions about course material, many still focused on grades over conceptual understanding. LAs championed small group work more than their teaching partners, but the effectiveness of the LAs to encourage group work was linked to the TF’s approach to teaching. Results suggest that the expectations of the students, teaching staff, and the course activities and assessments can impact the effectiveness of the LA model.
To understand students’ development through their unique residential experiences, a new model is proposed to explain factors that affect students’ hall involvement, particularly in regard to how various residential experiences may result in different student residence life outcomes. The model is built upon a preliminary framework that consists of the input-environment-output model (Astin’s student involvement theory) and the presage-process-product (3P) model. It is crucial to first understand how the residential environment has impacts on student involvement and development, before any practical recommendations or interventions are given to the residential community. Adopting this new model can enable researchers and stakeholders to better understand student dynamics in university residential settings.
The aim of this research was to empirically validate hypothesized predictive relationships of protection and risk factors for experiencing academic stress. A synthesis of models—the presage–process–product model; the studying, learning and performing under stress competency model; and self- vs. external-regulatory theory—underlies the investigation and is important for assessment and guidance in stress situations within the university context. Over the course of an academic year, a sample of 564 Spanish university students voluntarily completed validated questionnaires, in an online format, on several psychological variables connected to academic stress. Correlational analysis and the path analysis model, within an ex post facto design, were used to build empirical models of the presage–process–product factors that constitute protection or risk factors in academic stress. Two statistically acceptable models appeared: one with protection factors and another with risk factors in predicting and preventing academic stress at a university. These results support the need for psychology units at university that have a preventive, health and education focus, going beyond the merely clinical. Focus on an individual is insufficient, given that there are also contextual factors that predispose academic stress. Discussion, conclusions, and implications for assessment and intervention in academic stress in university students and teachers, within the present COVID-19 crisis, are offered.
The psychometric properties of a version of the Course Experience Questionnaire revised for students currently enrolled at the University of Sydney, the Student Course Experience Questionnaire (SCEQ), were assessed, gathering students’ perceptions on a number of scales, including Good Teaching, Clear Goals and Standards, Appropriate Assessment, Appropriate Workload, and an outcome scale measuring Generic Skills development. Confirmatory factor analyses supported the hypothesised factor structure, and estimates of inter‐rater agreement on SCEQ scales indicated student ratings of degrees can be meaningfully aggregated up to the faculty level. The authors discuss the SCEQ’s usage as an integral part of a broader quality assurance programme at the University of Sydney, including benchmarking relationships with other universities.
This article describes the historical origins and development of a series of well-known study strategy inventories and seeks to identify their conceptual bases. The theories and evidence influencing the development of 6 contrasting instruments are considered before examining empirical evidence of similarities and differences between the measurement instruments. This analysis is tackled in three stages, looking first at inventories developed in the 1970s and 1980s that focused mainly on motivation, study methods, and learning processes. The more recent work that brought in mental models, metacognition, and self-regulation is then introduced, leading to a concluding section that discusses the conceptual bases of the whole set of inventories. The trends found in this research area are described and used to explore the current confusion of overlapping terms describing apparently similar aspects of learning and studying in higher education.
This paper describes an evidence-based quality assurance system for teaching and learning, which takes as its starting point a well-researched theoretical perspective on student learning in higher education. We argue this explicit use of a relevant theoretical base promotes coherence between quality assurance and improvement processes. We outline the principal features of our university's quality assurance strategy, systems and processes, and describe how the university's teaching quality assurance policy and systems have been implemented. We then consider the extent to which the project has achieved its goals of fostering an evidence-based approach to teaching consistent with the student learning perspective on which the policy and systems are based. We also present data on student learning experiences showing reliable changes in the quality of the student learning expe-rience. We discuss the applied significance of these changes, with a particular focus on changes in the experiences of commencing first year university students.
Background. An important purpose of tertiary education is that students develop more advanced, deep‐level learning. Longitudinal, within‐subject studies to examine intra‐individual changes, however, are scarce.
Aims. We aimed at gaining a broad picture of students' development in academic learning by taking many different perspectives. This involves the extent to which students report change, factors that contribute to this, the degree of stability of different aspects of learning, and changes in their interrelatedness.
Samples. Participants were 276 full‐time students from four different university departments, (60% women and 40% men).
Methods. This study has a longitudinal within‐subjects design. An inventory that measures learning strategies, learning orientations and mental learning models was administered after the first and third semester. Paired‐samples Ttests were used to analyse changes within variables. Principal component analyses were performed to examine changes in the interrelatedness of variables.
Results. Results showed that students became more meaning‐directed learners during this period. Personological as well as contextual variables explained this. The factor structure underlying the variables became more clear and consolidated in the course of time.
Conclusions. The results concerning intra‐individual development are satisfying. The diffuse factor structure after the first semester is explained by a period of ‘friction’ in which students have to adapt to a new learning environment. The importance of instructional effort during this period, which explicitly attends to the development of learning strategies and conceptions, is stressed.
In this paper we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher-focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.
The relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results confirmed students' perceptions as influencing both 'hard' (academic achievement) and 'soft' (satisfaction, development of key skills) learning outcomes, both directly and mediated through their approaches to study. Perceptions of heavy workload and inappropriate assessment influenced students towards surface, and perceptions of good teaching towards deep, approaches to study. Students' perceptions of their current learning environment were a stronger predictor of learning outcomes at university than prior achievement at school. Protocols are proposed to guide more fine-grained analysis of students' perceptions.
Normed and nonnormed fit indexes are frequently used as adjuncts to chi-square statistics for evaluating the fit of a structural model. A drawback of existing indexes is that they estimate no known population parameters. A new coefficient is proposed to summarize the relative reduction in the noncentrality parameters of two nested models. Two estimators of the coefficient yield new normed (CFI) and nonnormed (FI) fit indexes. CFI avoids the underestimation of fit often noted in small samples for Bentler and Bonett's (1980) normed fit index (NFI). FI is a linear function of Bentler and Bonett's non-normed fit index (NNFI) that avoids the extreme underestimation and overestimation often found in NNFI. Asymptotically, CFI, FI, NFI, and a new index developed by Bollen are equivalent measures of comparative fit, whereas NNFI measures relative fit by comparing noncentrality per degree of freedom. All of the indexes are generalized to permit use of Wald and Lagrange multiplier statistics. An example illustrates the behavior of these indexes under conditions of correct specification and misspecification. The new fit indexes perform very well at all sample sizes.
The aim of this study was to adapt to the Italian context and validate two instruments used to investigate learning environment perceptions and approaches to study: the Student Course Experience Questionnaire (SCEQ), and the Approaches to Studying Inventory (ASI). A confirmatory factor analysis (CFA) and a cross-validation for both instruments were conducted over a sample of 622 students belonging to different faculties of an Italian university. In the original version (30 items), the SCEQ did not provide satisfactory results. The CFA of the 23 items of the SCEQ version and the 12 items of the ASI showed that they are reliable measures of the respective constructs. CFA of the SCEQ and of the ASI showed acceptable fit indices. Although in need of further improvement, these instruments can be useful in the Italian academic context.
Background. In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students’ perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results.
Aim. To investigate how students’ evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self-efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment.
Sample. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data.
Method. A 77-item questionnaire was used to gather students’ self-report of their evoked prior experience (self-efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi-variable (structural equation modelling) methods.
Results. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi-variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self-efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was not related to academic achievement, and teaching quality and conceptions of learning were only indirectly related to achievement.
Conclusions. Research aimed at understanding how students experience their learning environment and how that experience relates to the quality of their learning needs to be conducted using a wider range of variables and more sophisticated analytical methods. In this study of one context, some of the relations found in earlier bivariate studies, and on which learning intervention strategies have been built, are not confirmed when more holistic teaching–learning contexts are analysed using multi-variable methods.
L'articolo propone una rassegna delle ricerche condotte nell'ambito della Student Learning Perspective, una prospettiva di studio dell'apprendimento che ha come oggetto di interesse la comprensione del sistema di percezioni che lo studente ha di se e del suo ambiente accademico. L'analisi dei contesti educativi permette di interpretare le variazioni dei risultati nello studio, strutturandoli in modo da stimolare le migliori strategie di apprendimento ed i migliori risultati in termini di outcomes. La rassegna prende in considerazione il contesto di nascita delle ricerche sull'effetto delle variabili ambientali, organizzative e di contesto di studio sulle percezioni e sull'apprendimento degli studenti universitari, il suo orientamento empirico denominato fenomenografico e i principali modelli dell'approccio allo studio sviluppati. Vengono successivamente descritte le principali applicazioni della Student Learning Perspective relative alla qualità dell'insegnamento e alla sua valutazione, gli strumenti di misurazione della qualità della didattica e delle variabili di contesto, le ricerche correlazionali sull'approccio allo studio e le variabili ambientali universitarie. Parole chiave: fenomenografia, qualità universitaria, approccio allo studio, variabili ambientali accademiche, outcomes quali-quantitativi. Introduzione La qualità della formazione universitaria risulta fortemente interrelata con i processi produttivi, l'innovazione e la ricerca, lo sviluppo dell'economia e, più generale, con la "generazione di valore" dei sistemi socio-economici. Tanto più un paese, un governo o una comunità territoriale è in grado di sviluppare un sistema universitario di eccellenza, tanto più se ne vedranno gli effetti di breve e lungo termine sui diversi fattori dello sviluppo socio-economico. Storicamente, questa correlazione è stata inequivocabile con lo sviluppo del sistema universitario tedesco agli inizi dell'ottocento e con le grandi esperienze politecniche della west- coast negli Stati Uniti alla fine dell'ottocento. Negli ultimi decenni del novecento, infine, il sistema formativo nel suo complesso ha avuto un ulteriore salto caratterizzato da una scolarizzazione crescente, una sempre maggiore articolazione della offerta ed una moltiplicazione delle stesse università. Questi fattori hanno nei fatti generato un salto nel sistema competitivo prima limitato ai soli contesti eccellenti ed elitari. La inconoscibilità della qualità del prodotto universitario ha quindi assunto una crescente attenzione da parte dei consigli di amministrazione. Le singole università hanno posto l'attenzione sulla articolazione del sistema accademico che, laddove non era presente, ha iniziato a prevedere oltre all'usuale processo didattico/formativo, una serie di servizi, prima ancillari e poi sempre più strategici, detti di contesto o di supporto: orientamento, tutorato, counseling, job placement e servizi di collegialità quali convegni a latere, iniziative culturali, sportive, ricreative, che ad essa vanno associati per garantire
Recent research in the areas of cognitive psychology and student learning involves changed conceptions of the natures of learning and of teaching, with promising implications for the enhancement of tertiary teaching. A model of learning is presented, proposing that the teaching context, students' approaches to learning, and the outcomes of learning, form a system in a state of equilibrium. Three approaches to enhancing teaching follow from the model: additive, interactive, and contextual. Additive approaches ignore both students' approaches to learning and the institutional context, and are relatively ineffective. Genuine improvements in student learning involve interactive and contextual approaches to teaching, which can be activated through appropriate staff development.
Administered the Study Process Questionnaire (SPQ) of J. Biggs (1987) to 1,043 Hong Kong students at a tertiary institution. The SPQ and the Approaches to Studying Inventory (P. Ramsden and N. J. Entwhistle; see record
1982-04428-001) were both administered to a smaller sample of 159 students to aid in interpretation of the data. The resulting factor structures for deep and achieving approach scales were reasonably consistent with those obtained in western countries. However, the results cast doubt on the direct transferability of the surface approach construct to Hong Kong Ss for whom a narrow approach appeared to predominate, characterized by a systematic, step-by-step, processing of information. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Multilevel structural equation modeling (multilevel SEM) has become an established method to analyze multilevel multivariate data. The first useful estimation method was the pseudobalanced method. This method is approximate because it assumes that all groups have the same size, and ignores unbalance when it exists. In addition, full information maximum likelihood (ML) estimation is now available, which is often combined with robust chi-squares and standard errors to accommodate unmodeled heterogeneity (MLR). In addition, diagonally weighted least squares (DWLS) methods have become available as estimation methods. This article compares the pseudobalanced estimation method, ML(R), and two DWLS methods by simulating a multilevel factor model with unbalanced data. The simulations included different sample sizes at the individual and group levels and different intraclass correlation (ICC). The within-group part of the model posed no problems. In the between part of the model, the different ICC sizes had no effect. There is a clear interaction effect between number of groups and estimation method. ML reaches unbiasedness fastest, then the two DWLS methods, then MLR, and then the pseudobalanced method (which needs more than 200 groups). We conclude that both ML(R) and DWLS are genuine improvements on the pseudobalanced approximation. With small sample sizes, the robust methods are not recommended.
Aim:
To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items.
Method:
A set of 43 items was drawn up for the initial tests. These were derived from: the original version of the SPQ, modified items from the SPQ, and new items. A process of testing and refinement eventuated in deep and surface motive and strategy scales each with 5 items, 10 items per approach score. The final version was tested using reliability procedures and confirmatory factor analysis.
Sample:
The sample for the testing and refinement process consisted of 229 students from the health sciences faculty of a university in Hong Kong. A fresh sample of 495 undergraduate students from a variety of departments of the same university was used for the test of the final version.
Results:
The final version of the questionnaire had acceptable Cronbach alpha values for scale reliability. Confirmatory factor analysis indicated a good fit to the intended two-factor structure. Both deep and surface approach scales had well identified motive and strategy subscales.
Conclusion:
The revision process has resulted in a simple questionnaire which teachers can use to evaluate their own teaching and the learning approaches of their students.
Previous studies of the relationship between perceptions and/or evaluations of the learning environment and approaches to study have either not included measures of students' learning outcomes, or have included quantitative differences and not qualitative differences in learning outcomes. The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches.
This research is distinctive in that it not only provides an example of one of the few cross-cultural studies in science education,
but also it used multiple research methods from different paradigms in exploring classroom learning environments in Taiwan
and Australia. This article describes the validation and use of an English and Mandarin version of the What is Happening in
this Class? (WIHIC) questionnaire in junior high school science classes in Australia and Taiwan. When the WIHIC was administered
to 1,081 students in 50 classes in Australia and to 1,879 students in 50 classes in Taiwan, data analysis supported the reliability
and factorial validity of the questionnaire, and revealed differences between Taiwanese and Australian classrooms. Although
the study commenced from a more positivistic framework, favouring a more objectivist view, as the study progressed, it employed
an interpretative framework and drew on elements of constructivist and critical theory paradigms. This article outlines the
researchers' use of multiple research methods including classroom observations, in-depth interviews and narratives. The themes
which emerged from the data gathered using these methods helped to make sense of classroom environments that were created
in each country.
This paper raises the question of how flexible approaches to learning are to contextual factors, as opposed to being culturally determined, with specific reference to autonomy in Chinese students studying in the UK. We describe the outcome of a research project which investigated Chinese undergraduates studying English language as part of their UK university degree. The programme in question required students to engage in self-directed and Tandem learning. Reflections written by Chinese students were compared with those of European (Erasmus) students, and it was found that the Chinese students expressed at least as much appreciation of the benefits of autonomous study as did the European students, and claimed to make equally good use of the opportunity. Differences in responses to the programme could be attributed to differences in language abilities and learning needs. This suggests that, given appropriate conditions, what are apparently culturally determined dispositions towards a certain approach to learning can turn out to be quite flexible. The alternative explanation, that the particular students in the study were not typical Chinese learners, should alert us to the heterogeneity in supposedly homogeneous cultures of learning, and the danger of characterising groups of learners with reductionist categories.
Research into learning and teaching in higher education over the last 25 years has provided a variety of concepts, methods, and findings that are of both theoretical interest and practical relevance. It has revealed the relationships between students' approaches to studying, their conceptions of learning, and their perceptions of their academic context. It has revealed the relationships between teachers' approaches to teaching, their conceptions of teaching, and their perceptions of the teaching environment. And it has provided a range of tools that can be exploited for developing our understanding of learning and teaching in particular contexts and for assessing and enhancing the student experience on specific courses and programs.
This paper reviews the research evidence concerning the use of formal instruments to measure students’ evaluations of their teachers, students’ satisfaction with their programmes and students’ perceptions of the quality of their programmes. These questionnaires can provide important evidence for assessing the quality of teaching, for supporting attempts to improve the quality of teaching and for informing prospective students about the quality of course units and programmes. The paper concludes by discussing several issues affecting the practical utility of the instruments that can be used to obtain student feedback. Many students and teachers believe that student feedback is useful and informative, but for a number of reasons many teachers and institutions do not take student feedback sufficiently seriously.
Scale structure of the student course experience questionnaire over field and level of study
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An analysis of the relations between learning and teaching approaches
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Trigwell, K. (2006), An analysis of the relations between learning and teaching
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Undergraduate students experience of learning at the University of Oxford
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