The DOI matches its Crossref record; 101 of the 101 references it cites were found in a registry or an index.
A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward
Open accessAbstract
The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section, new evidence on internal and external relationships of learning patterns is reviewed. Four themes are covered here: the dimensionality and the internal relationships of learning patterns and relationships of learning patterns with personal, contextual, and outcome variables. In the second section, new directions in learning patterns research are examined. These include studies on learning patterns in new international contexts and populations, longitudinal development of learning patterns over time, methodological advances in learning patterns research, and studies on fostering the quality of students’ learning patterns. Next, relationships with adjacent theories on student learning are discussed, the learning patterns perspective is critically examined, and pathways are derived to move the model forward. Finally, future conceptual and methodological directions for learning patterns research are derived.
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Citations
Cites
School Engagement: Potential of the Concept, State of the Evidence
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BackgroundA social-cognitive approach to motivation and personality.
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“For instance, Dweck and Leggett ’ s (1988) social cognitive model of motivation and integrating theories of motivation, personality, and development psychology could be useful to explore.”
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“Within this model, specific academic emotions such as anxiety, pride, joy, boredom, and anger are distinguished and interrelationships have been found with self-regulation (Pekrun 2006), learning strategies (Postareff et al. 2017), and approaches to learning (Trigwell et al. 2012).”
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Cited by
Making sense of learning gain in higher education
Evans, C., Kandiko Howson, C., & Forsythe, A. (2018) · Higher Education Pedagogies · doi:10.1080/23752696.2018.1508360 · Cited by 81
Vermunt, J. D., Ilie, S., & Vignoles, A. (2018) · Higher Education Pedagogies · doi:10.1080/23752696.2018.1484672 · Cited by 46
Self-citationDuchatelet, D., Spooren, P., Bursens, P., Gijbels, D., & Donche, V. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100940 · Cited by 37
Self-citationDobashi, K., Ho, C. P., Fulford, C. P., Grace Lin, M.-F., & Higa, C. (2022) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2022.100105 · Cited by 35
de la Fuente, J., & Martínez-Vicente, J. M. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1299224 · Cited by 32
Metadata
- Authors
- Vermunt, J. D., & Donche, V.
- Venue
- Educational Psychology Review
- Published
- 2017-05-03
- Volume
- 29
- Issue
- 2
- Pages
- 269-299
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2610740022
- Cited by
- 341
- References
- 101
- FWCI
- 52.62
- Type
- journal article
- Language
- en
- Open access
- hybrid
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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