As in many European countries, first year higher education in Flanders (Flemish speaking part of Belgium) is confronted with an increasing drop-out rate of students. The Flemish government therefore provides resources to construct coaching initiatives aimed at reducing the drop-out level. The scope of such programs in Flanders is quite divers. One of the programs focuses on the metacognitive knowledge of learning patterns. An important assumption such programs is that learning patterns can evolve due to adequate coaching. However, this assumption has not yet been tested in a systematic way. Learning patterns can be defined as a student’s usual way of studying, the way in which their learning is regulated, their beliefs on what learning is and their study motivation (Vermunt & Vermetten, 2004). Learning patterns were found to be an important predictor for study success (e.g. Vermetten et al., 1999) and can be influenced in a positive or negative way due to for example assessment practices (Nijhuis et al., 2005) or teaching approach (Donche, De Maeyer & Van Petegem, 2008). Feedback is another element that can positively influence students’ learning pattern (Hattie, 1987), on condition that the feedback is of good quality. Good quality feedback was defined by Hattie & Timperley (2007) as being (1) student centred, (2) specific and (3) giving suggestions for improvement. Other researchers point out, however, that not the quality of feedback as such, but students’ perception on the quality is crucial (Ramsden, 1997; Entwistle, 1998). In this research we thus first examine how students perceive feedback on their learning patterns, using the three criteria mentioned above (Hattie & Timperley, 2007). Second, we wish to investigate whether the perceived quality of feedback is related to different learning patterns. Based upon the model by Vermunt and Verloop (1999) we hypothesise that an overall feedback can be found too directive for some students, while not directive enough for others. Since it is also know that student characteristics (like gender, prior education, study delay, socio-economic and ethnic background) are related to students’ learning patterns, it is important to take these elements into account when assessing the impact of feedback on learning patterns. In sum, this project aims at answering following research question: (1) Do students vary in their perception of learning pattern feedback? (2) Is the perceived quality of feedback related to their learning patterns? (3) To what degree is this relationship influenced by student characteristics?

To answer the research questions, multi-method research will be conducted (Tashakkori & Teddlie, 1998). At the start of the academic year 2009-2010, 500 first year students of several institutes for higher education will be asked to fill in a survey assessing their study motivation and learning pattern. Afterwards, each student receives an individual written feedback on his/her learning pattern. In a first quantitative study, students fill in an additional survey on the perceived quality of feedback. In a second qualitative study, we aim at exploring students’ perception in depth using semi-structured interviews. This interview will centre on the actual as well as the preferred situation regarding feedback on learning patterns. The selection interviewees will be based on prior diagnostic analysis on the quantitative data set. We aim at interviewing 24 students, 8 of each of the expected 3 learning patterns groups (Donche & Van Petegem, in press).

As the data are yet to be collected, we will present the aims, assumptions, reference framework and method of the study into detail.