#learning patterns

Learning patterns consist of cognitive processing, beliefs and feelings about learning, motives for learning and self-recognition based on metacognition. This conclusion was reached by J.D. Vermunt and V. Douche (Educ Psychol Rev 2017) after reviewing 925 research articles on student learning in higher education which were written from 2004-2016. The authors identified the following four qualitative learning patterns or approaches to learning: Reproduction-directed learning, meaning-directed learning, application-directed learning and undirected learning. What follows are brief explanations for each of the four learning patterns:

Reproduction-directed. Learners memorize materials in a sequential way for the purpose of doing well on tests. They see learning of knowledge as something that you take in from an outside source and they rarely consider relationships between larger units.

Meaning-directed. Learners take a deep approach to learning. They work to understand meaning, look for relationships between separate points of view, place ideas into a larger whole and actively engage with the material. They are self-regulated and feel responsible for their own learning. This learning pattern has the highest correlation with excellent grades in higher education.

Application-directed. Learners are interested in how to apply classroom knowledge to their world outside of the classroom. They look for examples that they can apply to their lives. When they see how they can apply knowledge it motivates them to learn and to engage with the study materials. Preparing for a career is a strong motive for learning.

Undirected. Learners do not know how to approach learning in a higher education environment. They usually rely on previous learning strategies that do not work well in post-secondary education. They often lack self-regulation and question their ability to succeed in higher education.

Students may be using one or more than one of these four learning patterns. Meaning-directed and application-directed learning patterns correlate strongly with the best learning outcomes in higher education. Vermunt and Donche  recommend that educators in higher education institutions strive to help students to develop and use meaning-directed and application-directed learning patterns through innovative teaching methods such as problem-solving learning, project-based learning, case-based and competency-based teaching. Review of the literature did not support a one size fits all teaching approach.

Bloom’s Taxonomy was not specifically mentioned in the article by Vermunt and Donche, but I have used questions based on Bloom’s Taxonomy in my classes to help students develop and use meaning-directed and application-directed learning.

Below is the revised terminology for Bloom’s Taxonomy with brief definitions.

Levels of Thinking 

Create - See big picture

Evaluate - Judge value

Analyze -  Compare and contrast parts

Apply - Transfer and use information

Understand - Can explain it

Remember -   Recognize and recall

In my courses there are many small group activities and discussions based on questions that I create from Bloom’s Taxonomy for a particular topic. For example, students learn about the importance of teaching others what they are learning and the value of using self-teaching when studying by themselves.

So if we covered the topic of self-teaching, I might ask students to get in small groups and give them a list of questions such as the following:

Remember. What is self-teaching? Understand. Can you explain self-teaching? Apply. How will you use it? Analyze. How would you compare and contrast self-teaching and teaching others? Evaluate: What information can you provide to support the value of self-teaching? Create. What could be changed to improve your own benefits from self-teaching.

Based on my own classroom experience and the review of the literature by Vermunt and Donche, I believe that student learning patterns can be influenced by teaching methods.

You can see the entire article at: https://doi.org/10.1007/s10648-017-9414-6

Reference:

Vermunt, J.D., Donche, V. A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward. Educ Psychol Rev 29, 269–299 (2017) doi:10.1007/s10648-017-9414-6.

By Raymond Gerson

Raymond Gerson taught college and career readiness courses for fourteen years at Austin Community College. He is the author of Achieve College and Achieve Career Success series (brief and full editions). These books are and have been used to teach college and career readiness and success in high schools and colleges. Educators who order multiple copies for their students can purchase additional instructor materials.

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Enhancement of Educational Experience<\p>

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Teachability of Free choice for Continuous Learning<\p>

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  Dick was good with technology. Scary good with technology. Dick was good with technology because he had five years of training, and no particular aversion to it. Dick was good with technology, because there was very little he couldn’t eventually learn if he tried.

  Very little came easily to him, outside of athletics, but he found very little was inherently difficult. There were things he hadn’t done before, lessons he’d never learned, but he was the sort of person who saw something new, toyed with it experimentally, dropped it once or twice, and then managed it in some capacity. Then was the fork in the road, where he could leave the new interest or pursue. If he pursued, he became proficient, or even masterful—but only if he pursued.

  Typically, because he was Dick, he would pursue, and typically, because he was Dick, he would pursue several things at once and end up sleep-deprived a week later, slowly amassing a plethora of hidden talents and abilities that were useless anywhere but parties, the circus, and organized crime.

  Jason was the opposite.