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  • 1
    Electronic Resource
    Electronic Resource
    Policy makers, information and learning (2003)
    Bradford : Emerald
    The @journal of workplace learning 15 (2003), S. 70-79 
    Details
    ISSN: 1366-5626
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Economics
    Notes: To gain insight in how policy makers work and learn, in-depth interviews were held with seven Dutch policy makers working on global sustainability issues. The focus of the interview was on the information needs, information gathering practices, and working styles of the policy makers. Our results indicate that policy makers have a strong need for information on linkages between different policy problems, and on different cultural perspectives on those problems. Information gathering is marked by an emphasis on information filtering towards the policy issue at hand. Finally, policy makers appear to be predisposed to an application-oriented working style. The combination of an application-oriented working style with a policy-driven search for information seems inadequate for satisfying policy makers' information needs. Current learning practices among policy makers appear to be inadequate for coping with complexity.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/13665620310464111
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    Analysis and development of students' skill in selfregulated learning (1988)
    Springer
    Higher education 17 (1988), S. 647-682 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The research reported here deals with students' skill in selfregulated learning. After analyzing the essential components of selfregulated learning, theoretical notions are presented on how skill in selfregulated learning could be developed in students. Next, two empirical studies are reported. In the first study, relationships between the components of selfregulated learning are investigated, as well as relationships between those components and variables such as educational experience, study results and age of students. The second study represents an attempt to help students to develop their skill in selfregulated learning. A Study Advisory Packet was developed intended to broaden their conceptions of learning, education and cooperation and to enlarge their metacognitive knowledge of studying. By means of an evaluative study the usefulness of this packet in the reality of studying at the Open university was researched. The results of the two studies indicate that (1) students' learning conceptions and orientations are closely linked to the study activities they employ, (2) students' learning styles are related to their educational experience and to their study results, but only in a small degree to their age, and (3) the Study Advisory Packet raised students' awareness of different ways of studying and contained practically useful suggestions for studying.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00143780
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  • 3
    Electronic Resource
    Electronic Resource
    Consistency and variability of learning strategies in different university courses (1999)
    Springer
    Higher education 37 (1999), S. 1-21 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The present study addressed the question of consistency and variability in learning strategies. Four university courses provided different learning contexts. The same group of students reported about their learning strategies by completing identical questionnaires on each of these courses. Participants were 85 students attending the first year of Law studies. A second study consisted of 63 students attending similar courses in the following academic year. An analysis of variance showed that students varied their reported learning strategies as a function of different learning contexts. This indicated a context-specific component in strategy use. Intercorrelations, however, showed that students displayed consistency in reported learning strategies across course contexts as well. This indicated a personal, habitual component in strategy use. It thus seems that the question of variability and consistency in learning strategies does not yield an ‘either-or’, answer. Context variables were explored to explain the variations. Use of stated cases, provision of a clear organisation of subject matter and of diverse didactic resources appeared to diminish encountered problems and lack of regulation (which proved to be related variables), and promote the use of concrete processing, relating, analyzing, self-regulation and externally regulated strategies. Evidence was found that learning strategies differed among each other in the degree of variability. Memorizing turned out to be relatively resistant to differences in course context, whereas concrete processing strategies and lack of regulation showed relatively large susceptibility to course context. Explanations were proposed in terms of different stages in the development of learning strategies and in terms of context-variables.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1003573727713
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  • 4
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    Longitudinal Changes of Deep and Surface Learning in a Constructivist Pharmacy Curriculum (2020)
    Molecular Diversity Preservation International
    Details
    Publication Date: 2020-10-26
    Description: In the undergraduate Pharmacy program at the department of Pharmaceutical Sciences, Utrecht University, an educational model is used that is aimed at the development of deep and self-regulating learning. It is, however, unknown whether these objectives are realized. The aim of this study was to assess longitudinal changes in processing and regulation strategies of student learning during their progression in the curriculum, that is explicitly based on constructivist principles. Processing strategies (deep vs. stepwise), regulation strategies (self- vs. external), conceptions of learning and orientations to learning were measured with the Inventory of Learning patterns of Students (ILS). Longitudinal data are reported here for students, of which data are available for year 1/2 and year 4/5 (n = 90). The results demonstrate that the use of deep processing (critical thinking in particular, effect size = 0.94), stepwise processing (analyzing in particular, effect size = 0.55) and concrete processing strategies (effect size = 0.78) increases between the bachelor phase (year 1/2) and the master phase (year 4/5). This change is based on the students having a constructivist view about the nature of learning and is mediated through a relatively large increase in the use of self-regulating strategies (effect size = 0.75). We conclude that this six-year undergraduate Pharmacy program effectively stimulates the development of deep and self-regulated learning strategies in pharmacy students.
    Electronic ISSN: 2226-4787
    Topics: Chemistry and Pharmacology
    Published by Molecular Diversity Preservation International
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  • 5
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    Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge (2020)
    Frontiers Media
    Details
    Publication Date: 2020-12-03
    Description: European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. We report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.
    Electronic ISSN: 2504-284X
    Topics: Education , Nature of Science, Research, Systems of Higher Education, Museum Science
    Published by Frontiers Media
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