1. Students’ learning patterns in higher education and beyond: moving forward; 2. (Dis)similarities in research on learning approaches and learning patterns; 3. The dimensionality in student learning patterns in different cultures; 4. Modelling factors for predicting student learning outcomes in higher education; 5. Exploring the concept of `self-directedness in learning`. Theoretical approaches and measurement in adult education literature; 6. Student teachers’ learning patterns in school-based teacher education programmes: the influence of person, context and time; 7. Achievement goals, approaches to studying and academic attainment; 8. Learning processes in higher education: Providing new insights to understand the effects of motivation and cognition on specific and global measures of achievement; 9. University students’ achievement goals and approaches to learning in mathematics: a re-analysis investigating ‘learning patterns’; 10. Exploring the use of a deep approach to learning with students in the process of learning to teach; 11. Understanding differences in student learning and academic achievement in first year higher education: an integrated research perspective; 12. Challenges in analysing change in students’ approaches to learning; 13. Students’ approaches to learning in higher education: The interplay between context and student; 14. Do case-based learning environments matter? Research into their effects on students’ approaches to learning, motivation and achievement; 15. Learning patterns in transition: reflections and prospects
David Gijbels is an Associate Professor of Learning and Instruction at the Institute for Education and Information Sciences of the University of Antwerp, Belgium.
Vincent Donche is an Associate Professor of Research Methods in Education at the Institute for Education and Information Sciences of the University of Antwerp, Belgium.
John T. E. Richardson is Professor of Student Learning and Assessment in the Institute of Educational Technology at The Open University, UK.
Jan D. Vermunt is Professor of Education at the Faculty of Education, University of Cambridge, UK.
"It examines and discusses the concept of learning patterns which the first chapter notes are '[broadly] students' habitual ways of learning described in terms of how students cognitively process information and/or the metacognitive. motivational and affective strategies they use' (p.1.)" —Dr. Peter Gossman, Manchester Metropolitan University, Educational Developments"Researchers and teachers will find this book a useful resource on student learning and enhancement. ... This book is well researched. Readers will profit from its extensive treatment of learning theories, and it will enhance an educator's overall teaching competence." —Reflective Teaching
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