Powerful learning environments? How university students differ in their response to instructional measures

By Yvonne Vermetten, Jan D. Vermunt, H. Lodewijks. 2002

239 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f81cbed5a7c7bb45357498fee59bd96bf6c9e39e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Participatory design of learning environments: integrating perspectives of students, teachers, and designers (2014, unknown): “influenced by habitual ways of learning (Vermetten et al. 2002).”
Differences between students’ and teachers’ perceptions of education: profiles to describe congruence and friction (2013, background): “First, differences between perceptions might hamper good fine-tuning of teacher’s behaviour with students’ behaviour in the learning environment and might have negative consequences for the effectiveness of teaching and learning (Vermetten et al. 2002).”
The role of engagement in inspiring teaching and learning (2007, background): “Some attempts have shown that although introducing teaching innovations designed to improve student learning appears to change/improve the learning of some students it is by no means guaranteed to work with all students (Vermetten et al ., 2002; Honkimaki et al ., 2004).”
The epistemological beliefs, learning approaches and study orchestrations of university students (2006, background): “context itself could not explain why a university educational research project carried out in the Netherlands, which focused on powerful learning environments, ‘failed to influence reported learning strategies in the direction of more deep and self-regulated learning’ (Vermetten et al., 2002).”
Secondary school students' conceptions of assessment and feedback (2008, background): “Unproductive conceptions reduce the effectiveness of educational interventions, instructions and tasks (Fransson, 1977; Vermetten et al., 2002).”
The extent of variability in learning strategies and students' perceptions of the learning environment (2008, background): “The relevant research brought about mixed results (Eley, 1992; Fazey & Lawson, 2001; Jones, 2002; Nijhuis et al., 2005; Vermetten et al., 2002; Wilson & Fowler, 2005).”