Student perception of learning needs according to approaches to learning in Higher Education

Author(s):

Javier Maquilón-Sánchez(submitting)Fuensanta Monroy Hernández(presenting)Pilar Martínez-Clares Tomás Izquierdo-Rus

Conference:

ECER 2012

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Poster

Session Information

11 SES 05.5 PS, General Poster Exhibition

General Poster Session during Lunch

Time:

2012-09-19

12:30-14:00

Room:

FCEE - Poster Exhibition Area

Chair:

Contribution

The adaptation of Spanish Universities to the European Higher Education Area (EHEA) entails significant changes in terms of planning, developing and assessing teaching and learning processes, and students have now been positioned as the protagonists of such processes. Bearing in mind the fact that the way we teach influences how students learn, it is crucial to find out motives and strategies students have in their learning, and how these influence students´ learning needs.

For the last 30 years research into education has resulted in a body of knowledge and results that have in turn provided models which aim to explain how teaching and learning take place from the protagonists´ perspective (Hernández Pina, 2002, 2004; Hernández Pina et al., 2005). These studies may shed light on new perspectives regarding learning and teaching approaches within the EHEA (Biggs, 1999; Biggs, Kember, & Leung, 2001).

This study was inspired by our experience as university teachers in Spain. Following the Bologna Process guidelines, the first group of undergraduate students across different degrees will graduate this year 2012. The results we present in this study may provide useful information and tools for assessing how our new education system has developed in our country. In this paper we describe students´ perceptions of what the learning needs of students may be, and analyse how these perceptions may vary according to sex, approach to learning, and subject area of students.

Method

The specific aims of this study is: 1. To analyse students´ approaches to learning using the Study Process Questionnarie. 2. To identify student learning needs from students´ point of view. 3. To analyse learning needs from students´ point of view according to students´ subject area. 4. To describe student learning needs from the students´ point of view according to their learning approaches. Participants In this study 514 male and female undergraduate students of different subject areas from the University of Murcia, were involved. Instruments We administered two questionnaires: a) Study Process Questionnaire (SPQ) in order to analyse the approaches to learning, b) a self-made questionnaire made up of 18 items to identify the learning needs of students. The items were related to the general competences students should acquire during their studies. Procedure Questionnaires were handed out to participants at the beginning of class during teaching hours and with the permission of teachers. Once all instructions were read out, students were asked to fill them in. The response rate was very high, as over 96% of questionnaires were filled in. After completion and collection of questionnaires, data analysis was carried out using Statistical Package SPSS

Expected Outcomes

Results showed that 90% of participants used a deep approach and 10% a surface approach. Over 43% of participants considered all items/learning needs quite necessary or very necessary. Over 80% of participants considered quite or very necessary the following items/ learning needs: 1. Work in teams 3. Critical thinking 5. Decision making 7. IT management 8. Ability to communicate 10. Ability for critically assessment 16. Presentation of oral assignment In terms of subject area, it is interesting to note that priority was given to four learning needs: 1. Work in teams, 5. Commitment and motivation, 8. Ability to communicate and 10. Ability for critically assessment As for the most important learning needs according to whether students use a deep or a surface approach, the results show the following: a) Deep approach: 1. Work in teams, 16. Presentation of oral assignment, 8. Ability to communicate, and 10. Ability for critically assessment b) Surface approach: 5. Decision making, 8. Ability to communicate, 10. Ability for critically assessment, 16. Presentation of oral assignment. Over 43% of participants considered all items/learning needs quite necessary or very necessary. The most important needs are 1-8-10.

References

Biggs, J. (1999). Teaching for quality learning at university. Buckingham: Society for Research in Higher Education and Open University Press. Biggs, J.B.; Kember, D. & Leung, D. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149. Hernández Pina, F. (2002). La calidad del aprendizaje y la enseñanza en educación superior. Revista de Investigación Educativa, 19 (2), 465-486. Hernández Pina, F. (2002). Docencia e investigación en educación superior. Revista de Investigación Educativa, 20 (2), 271-301. Hernández-Pina, F; Martínez, P.; Rosário, P. & Espín, M. (2005). Aprendizaje, competencias y rendimiento en Educación Superior. Madrid: La Muralla. Prosser, M. & Trigwell, K. (2000). Understanding learning and teaching-the experience in higher education. Buckingham: Open University Press. Trigwell, K. & Ashwin, P. (2006). An exploratory study of situated conceptions of learning and learning environments. Higher Education, 51, 243-258. Watkins, D.; Carnell, E.; Lodge, C. & Whalley, C. (2002). Effective learning. National School Improvement Network Research Matters, Number 17. London: Institute of Education.

Author Information

Javier Maquilón-Sánchez (submitting)

University of Murcia (SPAIN), Spain

Fuensanta Monroy Hernández (presenting)

Universidad de Murcia

Métodos de Investigación y Diagnóstico en Educación (MIDE)

Murcia

Pilar Martínez-Clares

University of Murcia (SPAIN), Spain

Tomás Izquierdo-Rus

Universidad de Murcia

Departamento de Métodos de Investigación y Diagnóstico en Educación