Assessing Students’ Approaches and Perceptions to Learning in Physics Experiments Based on Simulations and At-Home Lab Kits

Our study evaluates students’ approaches to and perceptions of the use of hands-on at-home laboratory kits (HALK) experiments, open-source computer-based simulations (OSCBS), and their combination (OSCBS-HALK) in undergraduate introductory asynchronous online physics courses. Anonymous survey data from students who had completed online physics courses with labs based on simulations, at-home lab kits, or both were collected using a modified version of the Learn Questionnaire (MVLQ). Findings in this study indicate that among the six scales (interest and relevance; peer support; staff enthusiasm and support; teaching for understanding; alignment; and constructive feedback) used to measure students’ perceptions of the teaching and learning environments, interest and relevance, peer support, and teaching for understanding had statistically significant different means across the three lab types. Post-hoc comparisons using the Tukey HSD test for the interest and relevance scale indicated that students viewed using a combination approach of OSCBS and HALK labs (M = 3.98, SD = 0.61) more significantly positive than using computer-simulated labs only (M = 3.56, SD = 0.75). Compared to other labs, computer-simulated labs were perceived to lead to a deep approach to learning. However, they had the lowest interest and relevance, peer support, and alignment ranking among the three lab groups. Thus, developing strategies to improve students’ engagement and ability to translate the simulations into physical processes is recommended for OSCBS.

Malaysian Tertiary Students' Perceptions of Constructive Alignment in Learning in EAP Classrooms: A Qualitative Study

<p>English for Academic Purposes (EAP) is offered as a course in many Malaysian institutions of higher learning. In contrast with English taught at secondary schools, at the tertiary level EAP courses primarily cater to learners’ language needs that arise from learning in a range of disciplines, in the workplace, and eventually in the wider society. This study explores 12 Malaysian tertiary students’ perceptions of how learning takes place in EAP classrooms during reading activities. Biggs’ Constructive Alignment framework and the 3P model (Presage, Process and Product) provide a theoretical framework. The research investigates how students’ factors in learning and the tasks given in the classrooms align with the students’ views of outcomes in learning and by considering the constructive alignment of the student factors, the task and the outcomes (the presage, process and product stages), it is possible to see the potential for deep approaches to learning and to consider whether that potential is realised in particular tasks. This study uses a single embedded explanatory case, consisting of 12 Malaysian tertiary students from three EAP classrooms in a public university in Malaysia. The data collection methods used for this study were semi-structured interviews, stimulated recall interviews and students’ written samples of EAP tasks undertaken in the three classrooms. The tasks were adapted from an EAP workbook used at the university. The data were analysed using Braun and Clarke’s thematic analysis. An analytic tool was created using Biggs’ and Collis’ SOLO Taxonomy to ascertain the potential of the tasks to allow a deep approach to learning. The findings of this study showed the complexity of the learning process among these learners in the academic English classroom. The findings showed that the learners did not see the alignment between the presage, process and product stages. In the presage and process stages, the findings showed that there were multiple factors such as background, motives for learning, anxiety in learning, topic and content interests, and prior knowledge that influenced the learners’ engagement with the tasks. Motives for learning were particularly important since the other factors either influenced or were influenced by them. Further, these factors also influenced students’ perceived outcomes of learning in the EAP classroom. In the process and product stages, the students reported that they found the content taught in class did not align with their motives for learning. They also said that they had difficulties seeing the transfer of learning from the content taught in the EAP classroom to their other subjects at the university. Although the students showed some interest and engagement with the reading tasks in the classroom, the lack of alignment could contribute to a surface motive for learning in the EAP classroom. This study also found that a process of internal compromise took place within the learners to adapt themselves to the learning situations in the EAP classroom which was clearly evident in their responses to the reading tasks in the classroom as well as in their opinions about learning in academic English as a whole. Biggs’ concept that learning takes place within a system is particularly important in EAP courses where the learning should be designed to transfer to students’ achievements in other subjects, in the workplace and beyond. An understanding of constructive alignment in EAP courses will enable EAP course designers, material writers and EAP instructors to use this powerful tool to support the achievement of the aims of EAP courses. It also has implications for EAP educators when they consider the design of tasks in their courses and the issues that affect the potential for deep or surface approaches to learning.</p>

Malaysian Tertiary Students' Perceptions of Constructive Alignment in Learning in EAP Classrooms: A Qualitative Study

<p>English for Academic Purposes (EAP) is offered as a course in many Malaysian institutions of higher learning. In contrast with English taught at secondary schools, at the tertiary level EAP courses primarily cater to learners’ language needs that arise from learning in a range of disciplines, in the workplace, and eventually in the wider society. This study explores 12 Malaysian tertiary students’ perceptions of how learning takes place in EAP classrooms during reading activities. Biggs’ Constructive Alignment framework and the 3P model (Presage, Process and Product) provide a theoretical framework. The research investigates how students’ factors in learning and the tasks given in the classrooms align with the students’ views of outcomes in learning and by considering the constructive alignment of the student factors, the task and the outcomes (the presage, process and product stages), it is possible to see the potential for deep approaches to learning and to consider whether that potential is realised in particular tasks. This study uses a single embedded explanatory case, consisting of 12 Malaysian tertiary students from three EAP classrooms in a public university in Malaysia. The data collection methods used for this study were semi-structured interviews, stimulated recall interviews and students’ written samples of EAP tasks undertaken in the three classrooms. The tasks were adapted from an EAP workbook used at the university. The data were analysed using Braun and Clarke’s thematic analysis. An analytic tool was created using Biggs’ and Collis’ SOLO Taxonomy to ascertain the potential of the tasks to allow a deep approach to learning. The findings of this study showed the complexity of the learning process among these learners in the academic English classroom. The findings showed that the learners did not see the alignment between the presage, process and product stages. In the presage and process stages, the findings showed that there were multiple factors such as background, motives for learning, anxiety in learning, topic and content interests, and prior knowledge that influenced the learners’ engagement with the tasks. Motives for learning were particularly important since the other factors either influenced or were influenced by them. Further, these factors also influenced students’ perceived outcomes of learning in the EAP classroom. In the process and product stages, the students reported that they found the content taught in class did not align with their motives for learning. They also said that they had difficulties seeing the transfer of learning from the content taught in the EAP classroom to their other subjects at the university. Although the students showed some interest and engagement with the reading tasks in the classroom, the lack of alignment could contribute to a surface motive for learning in the EAP classroom. This study also found that a process of internal compromise took place within the learners to adapt themselves to the learning situations in the EAP classroom which was clearly evident in their responses to the reading tasks in the classroom as well as in their opinions about learning in academic English as a whole. Biggs’ concept that learning takes place within a system is particularly important in EAP courses where the learning should be designed to transfer to students’ achievements in other subjects, in the workplace and beyond. An understanding of constructive alignment in EAP courses will enable EAP course designers, material writers and EAP instructors to use this powerful tool to support the achievement of the aims of EAP courses. It also has implications for EAP educators when they consider the design of tasks in their courses and the issues that affect the potential for deep or surface approaches to learning.</p>

Involvement in Academic Study: an Investigation of the Nature, Effects and Development of Involvement in University Courses

<p>The purpose of this research was to examine involvement In study within the framework of the approach to learning literature. Although not discussed in detail, involvement has been related to a deep approach to learning (Ramsden, 1984). Specific interest focused on students' perceptions of the concept of involvement; the relation between involvement, approach to learning and educational orientation (Taylor et al., 1980); the relationship between Involvement in study and learning outcome and finally, the reasons why students become involved and factors affecting change over time. The research methodology used was consistent with the view originally developed by Marton and Saljo (1976a) - that learning can be effectively studied by focusing on student perception of the learning process. Consistent with Marton's methods of research, the data was drawn from interviews (with 58 university students). Additional data was supplied by open ended questions and Entwistle and Ramsden's approach to study inventory. Students produced a range of involvement definitions that emphasised activity but also incorporated feelings about what is studied. However, the experience of involvement is course-specific and it was demonstrated that students direct different levels of involvement to different courses. An investigation of factors that affect students' concept of involvement, revealed that approach to learning was important in determining the type of involvement activity students engage in ('basic' or 'more than required') and the level of involvement activity (full, limited, none). A vocational educational orientation was not incompatible with the development of involvement provided this was combined with interest in subject matter. Commerce students provided an interesting example of this point in that they typically possessed a strong vocational educational orientation towards their Commerce courses but directed their interest (and in many cases their full involvement) to courses outside the Commerce faculty. Analysis of the data indicated that female students were more likely to become fully involved in their study than did their male colleagues. However, the pattern of results was complicated by degree and approach to learning. It was suggested that the sex differences may be due to the fact that females were more likely to combine interest and vocational Interests in their choice of courses. The results indicated that a relationship did exist between the quality of the involvement activity and the quality of the learning outcome. The open ended responses indicated that students possess one of three involvement intentions (positive, neutral or negative). This finding was confirmed in the interviews and a number of relationships were proposed that combined intention and contextual factors to determine a particular involvement outcome (involvement or non-involvement). It was further demonstrated that context is particularly important in influencing involvement. In most cases students' intention was changed by their positive or negative perception of the course context. Thus involvement developed from a combination of personal (e.g. existing interest) and contextual factors (e.g. staff attitude and presentation skills, relevance of course content and form of assessment). These factors were also significant in affecting involvement change. Regardless of approach to learning, an involved student wants to learn. Through this commitment, persistence in study is more likely to occur. The involvement activities themselves will be largely determined by approach and thus the quality of the outcome is related to approach. The thesis concludes with discussion of the implications of these results for policy, teaching and course development.</p>

Involvement in Academic Study: an Investigation of the Nature, Effects and Development of Involvement in University Courses

<p>The purpose of this research was to examine involvement In study within the framework of the approach to learning literature. Although not discussed in detail, involvement has been related to a deep approach to learning (Ramsden, 1984). Specific interest focused on students' perceptions of the concept of involvement; the relation between involvement, approach to learning and educational orientation (Taylor et al., 1980); the relationship between Involvement in study and learning outcome and finally, the reasons why students become involved and factors affecting change over time. The research methodology used was consistent with the view originally developed by Marton and Saljo (1976a) - that learning can be effectively studied by focusing on student perception of the learning process. Consistent with Marton's methods of research, the data was drawn from interviews (with 58 university students). Additional data was supplied by open ended questions and Entwistle and Ramsden's approach to study inventory. Students produced a range of involvement definitions that emphasised activity but also incorporated feelings about what is studied. However, the experience of involvement is course-specific and it was demonstrated that students direct different levels of involvement to different courses. An investigation of factors that affect students' concept of involvement, revealed that approach to learning was important in determining the type of involvement activity students engage in ('basic' or 'more than required') and the level of involvement activity (full, limited, none). A vocational educational orientation was not incompatible with the development of involvement provided this was combined with interest in subject matter. Commerce students provided an interesting example of this point in that they typically possessed a strong vocational educational orientation towards their Commerce courses but directed their interest (and in many cases their full involvement) to courses outside the Commerce faculty. Analysis of the data indicated that female students were more likely to become fully involved in their study than did their male colleagues. However, the pattern of results was complicated by degree and approach to learning. It was suggested that the sex differences may be due to the fact that females were more likely to combine interest and vocational Interests in their choice of courses. The results indicated that a relationship did exist between the quality of the involvement activity and the quality of the learning outcome. The open ended responses indicated that students possess one of three involvement intentions (positive, neutral or negative). This finding was confirmed in the interviews and a number of relationships were proposed that combined intention and contextual factors to determine a particular involvement outcome (involvement or non-involvement). It was further demonstrated that context is particularly important in influencing involvement. In most cases students' intention was changed by their positive or negative perception of the course context. Thus involvement developed from a combination of personal (e.g. existing interest) and contextual factors (e.g. staff attitude and presentation skills, relevance of course content and form of assessment). These factors were also significant in affecting involvement change. Regardless of approach to learning, an involved student wants to learn. Through this commitment, persistence in study is more likely to occur. The involvement activities themselves will be largely determined by approach and thus the quality of the outcome is related to approach. The thesis concludes with discussion of the implications of these results for policy, teaching and course development.</p>

Cross-Cultural Differences in Adopting Social Cognitive Career Theory at Student Employability in PLS-SEM: The Mediating Roles of Self-Efficacy and Deep Approach to Learning

Unable to keep pace with the expectations of employers and societies that are constantly changing around the world, higher education policy and talent training have given rise to a gap between university education and employment. However, the higher education and industrial needs derived from technological progress have changed the development in country. This study aims to verify the learning method of Taiwanese vs. Malaysian university students and examines the relationship between teacher knowledge transfer and student employability from the perspective of a social cognitive career theory. In this study, 619 copies of questionnaires from the Taiwanese sample group and 443 copies of questionnaires from the Malaysian sample group were collected in total to compare the two sample groups in the development of student employability. The results indicate that teacher knowledge transfer has significant positive correlations with self-efficacy and a deep approach to learning and student employability, and the self-efficacy and a deep approach to learning have significant positive correlations with student employability in the Taiwanese sample. In Malaysia, except for the path between teacher knowledge transfer and student employability, all paths were significant and positively related. Finally, according to our results and findings, this study proposes several insights with practical and theoretical implications for future study.

Lithuanian undergraduate students' approaches to learning English for Specific Purposes

Aim. It has been established by research that the nature of students’ learning is closely related to their approach to learning and to the learning environment in which learning occurs. In higher education environments, students’ approaches to learning have been widely investigated across different fields of study, however, little known research has focused on students’ approaches to learning foreign languages. To contribute to knowledge in this field, the present research aims to establish undergraduate students’ approaches to learning English for Specific purposes (ESP) at a university in Lithuania. Method. The research was conducted with the participation of 111 undergraduate students, majors in 11 different study programmes, who took a mandatory course in ESP. The data were collected from the structured questionnaires; to carry out the research, quantitative methodology was used. Results. The analysis of students’ engagement in the study activities, their willingness to go beyond the task and their ability to self-regulate their learning revealed that the study participants demonstrated both surface approach and deep approach to learning ESP. Conclusion. The results indicate that to guide the students towards deep approach to learning ESP at the university, their engagement in study activities should be fostered.

Student perspectives on how different elements of constructive alignment support active learning

Constructive alignment is often promoted as a principle to enhance the quality of learning but the student perspective has often been neglected when exploring its influence on student learning. There is therefore a need to further explore how students’ experiences of the different elements of constructive alignment influence the approach to learning they adopt. Student perceptions and their approaches to learning were analysed. The results show that different elements of constructive alignment had a clear role in guiding student learning. The teaching and assessment related factors appeared to play a crucial role in guiding student learning and studying. Teaching and assessment that required students’ active involvement clearly encouraged students to adopt a deep approach to learning whereas the opposite was true for more traditionally organised courses. The intended learning outcomes did not seem to influence student learning much. The results also imply that the key is to find an optimal level of challenge to support student learning and studying. The study deepens our understanding of the importance and influence of constructively aligned teaching to students’ learning processes.

Students’ Personality Contributes More to Academic Performance than Well-Being and Learning Approach—Implications for Sustainable Development and Education

The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess affective and non-affective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and affective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the differential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize education as a vital societal resource for facing current and future challenges, such as sustainable development.

Personal Epistemic and Learning Approaches as Predictors of Pre-service Teachers use of Strategies to Counter Cognitive Dissonance from Supervisor Feedback

This study investigated how epistemic and learning approaches of pre-service teachers (PRESETs) in Obafemi Awolowo University, Southwestern Nigeria, predict their use of strategies to counteract cognitive dissonance arising from incongruent feedback from supervisors. The study adopted the descriptive survey research design. The population comprised 192 PRESETs in the third and fourth year of their teacher training. Findings revealed that the PRESETs possessed sophisticated personal epistemic approaches and utilised the deep approach to learning more than the surface approach. It was also revealed that the PRESETs are likely to utilise multiple strategies to counteract cognitive dissonance that may arise from conflicting feedback from university assigned supervisors during teaching practice. Findings revealed a function with coefficients as follows: deep approach (0.78), simple knowledge (0.21), surface approach (0.22), innate ability (-0.015), quick learning (-0.09), omniscient authority (0.17) and certain knowledge (0.24). The structure was maximised for 77% of PRESETs with high use of strategies to counteract dissonance arising from incongruent supervisors’ feedback; 36.7% and 67.6% of PRESETs with moderate and low dissonance reduction strategy users respectively. The conclusion reached was that teacher educators and other stakeholders should be made aware of these findings. Also, these findings should be incorporated in the implementation of course contents on sources of cognitive dissonances during teaching practice and how to counter them.