On the dynamics of students' approaches to learning: The effects of the teaching/learning environment

By Katrien Struyven, Filip Dochy, Steven Janssens, Sarah Gielen. 2006

289 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/80b99b16c2202efb681c67bc296fe3a0775f3dca

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In Education

Citations in the corpus

Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, methodology): “…Vanthournout, Struyf, & Van Petegem, 2009; Gijbels & Dochy, 2006; Gijbels, Segers, & Struyf, 2008; Papinczak, Young, Groves, & Haynes, 2008; Struyven et al., 2006) or surface learning strategies (Nijhuis et al., 2005; Segers, Nijhuis, & Gijselaers, 2006), and a decrease in the use of deep…”
Deep and surface learning in problem-based learning: a review of the literature (2015, background): “Numerous attempts have been made to optimize students’ learning in higher education towards more deep and less surface approaches by means of implementing innovative teaching methods (e.g., Struyven et al. 2006; Wilson and Fowler 2005).”
Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning (2008, background): “The relationship between a perceived higher study load and the use of deeper approaches to learning has also been found by Struyven et al. (2006) .”
The influence of teachers’ teaching approaches on students’ learning approaches: the student perspective (2013, background): “Therefore, it is relevant to measure students’ perceptions of the teachers’ approaches to teaching instead of using teachers’ self-reports (Nijhuis, Segers, and Gijselaers 2005; Struyven et al. 2006).”
The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity (2011, unknown): “Entwistle & Ramsden, 1983 ; Kember, 2004 ; Ramsden, 1992 ; Struyven, Dochy, Janssens, & Gielen, 2006 ).”
The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education (2010, background): “…empirical research studies have argued that a perceived excessive workload is positively associated with surface approaches to learning (Entwistle & Ramsden 1983; Kember 2004; Nijhuis et al. 2005; Prosser & Trigwell 1999; Ramsden 1992; Sand-Jecklin 2007; Segers et al. 2006; Struyven et al. 2006).”
Personality, approaches to learning and achievement (2010, background): “However, since personality traits are commonly defined as stable dispositions whereas approaches to learning have been considered as partly situationally determined (Curry, 1983 ; Struyven, Dochy, Janssens, & Gielen, 2006 ; Trigwell & Prosser, 1991 ), it seems important to disentangle further the”
‘Teach as you preach’: the effects of student‐centred versus lecture‐based teaching on student teachers’ approaches to teaching (2010, background): “2006 ) are related to student teachers’ changes in approaches to teaching.”