Approaches to Studying, Conceptions of Learning and Learning Styles in Higher Education

Autor/in	Richardson, John T. E.
Titel	Approaches to Studying, Conceptions of Learning and Learning Styles in Higher Education
Quelle	In: Learning and Individual Differences, 21 (2011) 3, S.288-293 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2010.11.015
Schlagwörter	Evidence; Cognitive Style; Student Attitudes; Study Habits; Context Effect; Learning Processes + Suchen Sie Ihr Suchwort? Evidenz; Cognitive styles; Kognitiver Stil; Schülerverhalten; Study behavior; Study behaviour; Studienverhalten; Learning process; Lernprozess
Abstract	Learning styles have been construed in different ways but traditionally have been regarded as relatively stable. In contrast, the "student approaches to learning" perspective tends to assume that approaches to studying are contextually driven. This article argues for a rapprochement between these two traditions. First, the evidence that students' perceptions of their context determine their approaches to studying is open to other interpretations. Second, students' approaches to studying depend as much on their conceptions of learning as on contextual factors. Third, students' conceptions of learning seem to be relatively stable, even across an entire degree programme. This suggests that conceptions of learning fit the traditional notion of learning styles. Future research should explore the conceptual and empirical relationships between students' learning styles and their conceptions of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10