Teachers oriented towards students and changing students' conceptions are associated with students reporting deeper approaches to learning¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students of teachers reporting student- and conception-change-oriented approaches to teaching reported significantly deeper approaches to learning, while teacher-centred transmission-focused classes were more likely to report surface approaches. → Baeten 2010 q2 i? Greater teacher involvement in online conferencing contributed to the adoption of deep approaches to learning. → Baeten 2010 (2)

Evidence¶

Baeten 2010¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r3

Factor and cluster analysis relating teachers' approaches to teaching to students' approaches to learning, reported in the review. Students in classes where teachers focused on transmitting knowledge were "more likely to report the adoption of a surface approach to learning".

"Factor and cluster analysis on the relationship between teachers’ approaches to teaching and students’ approaches to learning indicated that students of teachers who reported adopting approaches to teaching that were more oriented towards students and to changing stu- dents’ conceptions, reported adopting significantly deeper approaches to learning."

Baeten 2010 (2)¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r2

The review reports a study of four online courses differing in teacher involvement in conferencing; the authors acknowledged that content and task demands requiring critical discourse, reflection and thought were also important for a deeper approach.

"They investigated students’ approaches to learning in four courses that differed in the amount of teacher involvement in online conferencing, and they concluded that teacher involvement contributed to the adoption of deep approaches to learning"

Discussion¶

Related Claims¶

• Students who perceive teaching as good, and perceive clear goals, supportiveness and relevant courses, are more inclined towards a deep approach — related
• After training, better professional vision and reasoning are correlated with more learning-centered conception changes and fewer misconceptions — related
• Team-based professional development is associated with shifts toward more student-centered teaching in qualitative studies, but not in one quantitative online-training study — related
• Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops — related