Abstract
Researchers have tried to induce a deeper approach to learning by means of student-centred learning environments. Findings did not always confirm the positive hypotheses. This has given rise to the question as to what the discouraging or encouraging factors are for inducing a deep approach to learning. The aim of this research study is to determine whether perceived workload and task complexity are discouraging or encouraging factors. In addition, these relationships will be investigated under different induced conditions which offer the potential to deepen our understanding of the nature of the investigated relationships. Participants were 128 second year Bachelor level students in educational sciences. After an introduction with the theory, students were given four tasks with various workloads and task complexities after which they filled out questionnaires on learning approaches, perceived workload and perceived task complexity. For every task, correlations and multiple stepwise regressions were calculated. The information from the interviews was used to support and illustrate the results of quantitative analyses. In general, results show no significant relationship between perceived workload and students’ approaches to learning. For perceived task complexity, it was found that a perceived lack of information is a discouraging factor for inducing a deep learning approach. A lack of information consistently increases students’ surface approaches to learning regardless of the induced workload and task complexity.
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Eva Kyndt.
Current themes of research:
Approaches to learning. Higher education. Professional learning. Learning climate.
Most relevant publication in the field of Psychology of Education:
Baeten, M.*, Kyndt, E*., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260. (*Both authors are equally considered first author)
Kyndt, E., Dochy, F., Cascallar, E., & Struyven, K. (2011, Accepted). The direct and indirect effect of motivation for learning on students’ approaches to learning, through perceptions of workload and task complexity. Higher Education Research & Development.
Kyndt, E., Dochy, F., Michielsen, M., & Moeyaert, B. (2009). Employee retention: organisational and personal perspectives. Vocations and Learning, 2(3), 195–215.
Kyndt, E., Dochy, F., & Nijs, H. (2009). Learning conditions for non-formal and informal workplace learning. Journal of Workplace Learning, 21(5), 369–383.
Filip Dochy.
Current themes of research:
Assessment. Learning in professions. Team learning. Lifelong learning. Corporate learning.
Most relevant publication in the field of Psychology of Education:
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and instruction, 13, 533–568.
Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F., Dori, Y., Ridgway, J., Wiesemes, R., & Nickmans, G. (2006). A learning integrated assessment system. Educational Research Review, 1, 61–67.
Decuyper, S., Dochy, F., & Van den Bossche, P. (2010). Gras** the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5(2), 111–133.
Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79(1), 57–68.
Dochy, F., Kyndt, E., Baeten, M., Pottier, S., & Veestraeten, M. (2009). The effects of different standard setting methods and the composition of borderline groups: a study within a law curriculum. Studies in Educational Evaluation, 35(4), 174–182.
Katrien Struyven.
Current themes of research:
Teaching methods and instruction. Assessment. Competences in education / Competence‐based education. Teacher education.
Most relevant publication in the field of Psychology of Education:
Struyven, K., & De Meys, M. (2010). Competence-based teacher education: illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view. Teaching and Teacher Education, 26, 1495–1510.
Struyven, K., Dochy, F., & Janssens, S. (2010). Teach as you preach: the effects of student‐centred versus lecture‐based teaching on student teachers’ approaches to teaching. European Journal of Teacher Education, 33(1), 43–64.
Struyven, K., Dochy, F., & Janssens, S. (2008). The effects of hands-on experiences on students’ preferences of assessment methods. Journal of Teacher Education, 59(1), 69–88.
Struyven, K., Dochy, F., & Janssens, S. (2008). Students’ likes and dislikes regarding student-activating and lecture-based educational settings: criteria that matter. European Journal of Psychology of Education, 23(3), 295–317.
Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2006). On the dynamics of students’ approaches to learning: the effects of the learning/teaching environment. Learning and Instruction), 16(4), 279–294.
Eduardo Cascallar.
Current themes of research:
Assessment. Predictive systems. Cognitive processes.
Most relevant publication in the field of Psychology of Education:
Cascallar, E. C., Boekaerts, M., & Costigan, T. E. (2006). Assessment in the evaluation of self‐regulation as a process. Educational Psychology Review, 18(3), 297–306.
Boekaerts, M. & Cascallar, E.C. (2006). How far have we moved toward the integration of theory and practice in self‐regulation. Educational Psychology Review, 18(3), 199–210.
Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F., Dori, Y., & Ridgway, J. (2006) A learning Integrated Assessment System. Educational Research Review, 1(1), 61–67.
Cascallar, E. C., & Musso, M. F. (2008). Classificatory stream analysis in the prediction of expected reading readiness: understanding student performance. International Journal of Psychology, 43(3/4), 231.
Musso, M. F., & Cascallar, E. C. (2009). New approaches for improved quality in educational assessments: using automated predictive systems in reading and mathematics. Journal of Problems of Education in the 21st Century, 17, 134–151.
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Kyndt, E., Dochy, F., Struyven, K. et al. The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education. Eur J Psychol Educ 26, 393–415 (2011). https://doi.org/10.1007/s10212-010-0053-2
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DOI: https://doi.org/10.1007/s10212-010-0053-2