Modelling factors for predicting student learning outcomes in higher education

2.50
Hdl Handle:
http://hdl.handle.net/10547/622613
Title:
Modelling factors for predicting student learning outcomes in higher education
Authors:
Price, Linda ( 0000-0001-5291-0469 ) ; Gijbels, David; Donche, Vincent; Richardson, John T.E. ( 0000-0002-6267-0603 ) ; Vermunt, Jan D.
Other Titles:
Learning patterns in Higher Education: Dimensions and research perspectives
Abstract:
This chapter presents a heuristic model of student leaning as a means to understanding the scope of factors to be considered in making predictions about student learning. It is underpinned by a review of a wide body of literature. The model is drawn from Price and Richardson's 4P model (2004) that considered factors in improving student learning and argues that the same issues apply to predicting student learning outcomes. It builds upon existing research into learning and teaching. It is an articulation and an extension of Dunkin and Biddle?s (1974) model, the Biggs (1985) original Presage-Process-Product model and research by Prosser and Trigwell (1999). The model has four main groups of factors: presage, perceptions, process and product. The presage group contains personological and situational factors such as context. Perceptions include how students conceive learning, how teachers conceive teaching, and the context. The process group of factors incorporates approaches to learning in students and teachers approaches to teaching. The model is presented as a basis for engaging in future research in a holistic manner that may bear further fruit in predicting student learning.
Affiliation:
Open University; University of Antwerp; University of Cambridge
Citation:
Price L (2014) 'Modelling factors for predicting student learning outcomes in higher education', in Gijbels D, Donche V, Richardson JTE, Vermunt JD (ed(s).). Learning patterns in Higher Education: Dimensions and research perspectives, edn, Abingdon: Routledge pp.56-77.
Publisher:
Routledge
Issue Date:
1-Jan-2014
URI:
http://hdl.handle.net/10547/622613
Additional Links:
https://www.routledge.com/Learning-Patterns-in-Higher-Education-Dimensions-and-research-perspectives/Gijbels-Donche-Richardson-Vermunt/p/book/9780415842525
Type:
Book chapter
Language:
en
ISBN:
9780415842518
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorPrice, Lindaen
dc.contributor.authorGijbels, Daviden
dc.contributor.authorDonche, Vincenten
dc.contributor.authorRichardson, John T.E.en
dc.contributor.authorVermunt, Jan D.en
dc.date.accessioned2018-04-18T11:04:01Z-
dc.date.available2018-04-18T11:04:01Z-
dc.date.issued2014-01-01-
dc.identifier.citationPrice L (2014) 'Modelling factors for predicting student learning outcomes in higher education', in Gijbels D, Donche V, Richardson JTE, Vermunt JD (ed(s).). Learning patterns in Higher Education: Dimensions and research perspectives, edn, Abingdon: Routledge pp.56-77.en
dc.identifier.isbn9780415842518-
dc.identifier.urihttp://hdl.handle.net/10547/622613-
dc.description.abstractThis chapter presents a heuristic model of student leaning as a means to understanding the scope of factors to be considered in making predictions about student learning. It is underpinned by a review of a wide body of literature. The model is drawn from Price and Richardson's 4P model (2004) that considered factors in improving student learning and argues that the same issues apply to predicting student learning outcomes. It builds upon existing research into learning and teaching. It is an articulation and an extension of Dunkin and Biddle?s (1974) model, the Biggs (1985) original Presage-Process-Product model and research by Prosser and Trigwell (1999). The model has four main groups of factors: presage, perceptions, process and product. The presage group contains personological and situational factors such as context. Perceptions include how students conceive learning, how teachers conceive teaching, and the context. The process group of factors incorporates approaches to learning in students and teachers approaches to teaching. The model is presented as a basis for engaging in future research in a holistic manner that may bear further fruit in predicting student learning.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttps://www.routledge.com/Learning-Patterns-in-Higher-Education-Dimensions-and-research-perspectives/Gijbels-Donche-Richardson-Vermunt/p/book/9780415842525en
dc.subjectlearningen
dc.subjectteaching and learningen
dc.subjectlearning technologyen
dc.subjecthigher educationen
dc.titleModelling factors for predicting student learning outcomes in higher educationen
dc.title.alternativeLearning patterns in Higher Education: Dimensions and research perspectivesen
dc.typeBook chapteren
dc.contributor.departmentOpen Universityen
dc.contributor.departmentUniversity of Antwerpen
dc.contributor.departmentUniversity of Cambridgeen
dc.date.updated2018-04-17T13:56:16Z-
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