Learning patterns relate to contextual factors including teaching strategies, perceptions of the learning environment, and discipline¶
Claim · All claims
Evidence · 1 study (3 entries) · reviewr2–r3·q2
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 3 of 3 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In disciplines where lecturers applied more direct instruction students scored lower on external regulation; where teachers were more learning-focused, students scored higher on all processing strategies and were more regulated. → Jan D. Vermunt & Vincent Donche 2017
q2 i? Students' perceptions of the learning environment (good teaching, workload, assessment, emphasis on independence) are associated with their learning patterns. → Jan D. Vermunt & Vincent Donche 2017 (2)
q2 i? Disciplinary differences in learning patterns were found, e.g., Arts and Psychology students showed most meaning-directed characteristics. → Jan D. Vermunt & Vincent Donche 2017 (3)
Evidence¶
Jan D. Vermunt & Vincent Donche 2017¶
Jan D. Vermunt & Vincent Donche. (2017). A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward. Educ Psychol Rev 29:269–299. https://doi.org/10.1007/s10648-017-9414-6
q2 · i? · review · r2
Large-scale study by Donche et al. (2013) of 90 lecturers and 1126 undergraduates in a university college, controlling for personality traits and academic motivation; in disciplines with more direct instruction, students scored lower on the use of external regulation.
"Students within disciplines in which teachers were more learning focused in their teaching scored higher on all processing strategies and were more regulated (self or external) in their learning"
Jan D. Vermunt & Vincent Donche 2017 (2)¶
Jan D. Vermunt & Vincent Donche. (2017). A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward. Educ Psychol Rev 29:269–299. https://doi.org/10.1007/s10648-017-9414-6
q2 · i? · review · r3
Law and Meyer (2011a) studied a large group of Hong Kong students; higher perceived workload related to more undirected learning, inappropriate assessment to more reproductive patterns, and emphasis on independence showed the strongest positive relations with meaning-directed learning.
"'Good teaching'showed positive correlations with 18 out of 20 ILS scales (the exceptions being an ambivalent learning orientation and lack of regulation, two elements of the undirected learning pattern)"
Jan D. Vermunt & Vincent Donche 2017 (3)¶
Jan D. Vermunt & Vincent Donche. (2017). A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward. Educ Psychol Rev 29:269–299. https://doi.org/10.1007/s10648-017-9414-6
q2 · i? · review · r2
Vermunt (2005) compared learning patterns of students of seven disciplines at a Dutch university; disciplinary differences were explained by differences in the nature of the discipline, dominant pedagogical practices, and student selection into disciplines.
"Arts and Psychology students showed most characteristics of meaning-di rected learning, students of Economy and Econometry the least"
Discussion¶
Related Claims¶
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- AI adoption levels and policy implementation vary unevenly across academic units, shaped by discipline and external industry alignment — related
- Student voices on GenAI and academic integrity are diverse, shaped by gender, academic level, discipline, psychological factors, and cultural context, though gender findings are inconsistent — related
- Cross-country meta-analysis: meaning-directed, reproduction-directed and undirected patterns are universal, while application-directed, passive-idealistic and passive-motivational patterns are context-specific — related
- Meaning-directed learning is positively related to academic performance while undirected learning is consistently negatively related — related
- Perceived GenAI gains differ by discipline: arts and economics/management students report stronger cognitive and motivational gains than education and law students — related
- Review of 23 ILS studies since 2004 finds more dimensionality in learning patterns than previously considered — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
learning-patterns-contextual-factors |
title |
Learning patterns relate to contextual factors including teaching strategies, perceptions of the learning environment, and discipline |
description |
Learning patterns relate to contextual factors including teaching strategies, perceptions of the learning environment, and discipline |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
3 — jan-d-vermunt-vincent-donche-2017, jan-d-vermunt-vincent-donche-2017-2, jan-d-vermunt-vincent-donche-2017-3 |
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