Academic
Publications
Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis

Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis,10.1007/BF00129106,Higher Education,J. D

Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis   (Citations: 165)
BibTex | RIS | RefWorks Download
This paper addresses the following questions: how do students perform metacognitive, cognitive and affective learning functions; how is the execution of learning functions regulated by internal and external sources; what learning styles can be discerned from the viewpoint of learning functions and regulation? Subjects were students from an open distance university and a regular university. They were interviewed extensively about their learning strategies, mental models of learning, learning orientations and interpretations and appraisals of instructional measures. The interviews were analyzed in a phenomenographic way. The results indicate that there are large differences among students in the manner in which they carry out learning functions, that these differences are associated with internal and external sources, and that four qualitatively different learning styles can be discerned: an undirected, a reproduction directed, a meaning directed and an application directed learning style. Mental models of learning and learning orientations turn out to be related to the way in which students interpret, appraise and use instructional measures to regulate their learning activities. It is concluded that in many instances instructional measures do not have the intended effects. Suggestions are given regarding the implications of these results for the improvement of teaching practices in higher education.
Journal: Higher Education - HIGHER EDUC , vol. 31, no. 1, pp. 25-50, 1996
Cumulative Annual
View Publication
The following links allow you to view full publications. These links are maintained by other sources not affiliated with Microsoft Academic Search.
    • ...To gain insight into the type of questions that are offered to the students, we analysed these textbook questions from two perspectives at the heart of the context-based reforms in chemistry education: a content perspective (the what) (Roberts, 1988, 1995; Van Driel et al, 2005, 2007) and a learning activities perspective (the how) (Biggs, 1999; Vermunt, 1996; Vermunt & Verloop, 1999)...

    Michelle Overmanet al. Textbook Questions in Context-Based and Traditional Chemistry Curricul...

    • ...Vermunt (1996) asserted,

      @@@@The results indicate that in order to bring about constructive and independent learning behavior, instruction should be mainly aimed at developing self-regulated control strategies and mental learning models in students in which the construction and use of knowledge are central...

    Joanne R. Reidet al. Critical Thinking in the Business Classroom

    • ...More generally, researchers in the phenomenographic tradition have examined the ways in which learners study (Ellis, Goodyear, Prosser, & O’Hara, 2006; Entwistle & Entwistle, 1991), their general approaches to learning (Säljö, 1979, 1981), and how learning develops during academic studies (Dahlin, 1999; Vermunt, 1996)...

    Brittany Polat. Experiencing language: phenomenography and second language acquisition

    • ...Study approach is defined within the scope of information-processing activities (Vermunt 1996): processing activities refer to thinking and learning activities that directly lead to learning results, which may take the form of increases in knowledge, understanding and skills...

    Cyrille A. C. Van Bragtet al. Looking for students’ personal characteristics predicting study outcom...

    • ...More recent inventories have emphasized students’ self-conscious reflection on studying, drawing on the ideas of ‘‘metacognition’’ and ‘‘self-regulation’’ (McKeachie 1990; Vermunt 1996, 1998)...
    • ...The phenomenographic approach has been used in various educational research contexts and with various populations (Marton 1986; Pramling 1990; Vermunt 1996)...

    Hanan M. F. Al Kadriet al. Exploring factors affecting undergraduate medical students’ study stra...

Sort by: