The extent of variability in learning strategies and students' perceptions of the learning environment

By J. Nijhuis, Mien S. R. Segers, Wim Gijselaers. 2008

113 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/65409a1cbd53062a94a556a9730a070aae9a811b

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In Education

Citations in the corpus

The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education (2010, background): “This can be explained by the distinction that Nijhuis et al. (2008) made between quantitative and qualitative workload.”
The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity (2011, background): “The distinction Nijhuis, Segers and Gijselaers ( 2008 ) made between the quantitative workload (for example a lot of literature to go through) and the quality of work (such as a complicated or difficult) seems to apply here.”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “Nijhuis, Segers, and Gijselaers (2008) ven indicated that students can be divided in two groups according to the variability of their learning strategies (i.e. one omponent of approaches to learning), namely students whose deep and surface learning strategies vary little on the one and and much on…”
‘Time is not enough.’ Workload in higher education: a student perspective (2014, unknown): “The current study con ﬁ rms the complex and holistic nature of the construct workload and it shows that the distinction between perceived quantitative and qualitative work-load (Nijhuis et al., 2008) offers the possibility to structure the different aspects of this construct.”
Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning (2008, background): “The results of a study of Nijhuis et al. (2008) revealed that two groups of students can be discerned with respect to the variability of learning approaches: A restricted one and a variable one.”