Student approach to learning - what makes the difference?
Published in Neuroscience
Research about the human brain demonstrates individuals think, behave, understand and communicate differently and ensuring a curriculum meets the student at their level is an important consideration for education professionals. In the report The effect of perceptions of the teaching-learning environment on the variation in approaches to learning – Between-student differences and within-student variation a research team led by Lisa Postareff based at the University of Turku and the University of Helsinki, Finland, assessed whether students approach to learning was affected by the teaching learning environment. 147 undergraduate students (80.3% females and 19.7% males) participated in the study from their first to second year of university over 18 months. All the students studied the same courses in sequential order and completed a series of questionnaires. The article reported (not surprisingly) that students approach to learning was enhanced by constructive feedback and the knowledge that their courses were relevant and interesting.
This article was published by the Journal, Learning and Individual Differences and is available to read here.
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