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Modelling factors for predicting student learning outcomes in higher education

Price, Linda (2014) Modelling factors for predicting student learning outcomes in higher education. In: Gijbels, David , Donche, Vincent , Richardson, John T. E. and Vermunt, Jan D., (eds.) Learning patterns in Higher Education: Dimensions and research perspectives. Abingdon, U.K. : Routledge. pp. 56-77. (New Perspectives on Learning and Instruction) ISBN 9780415842518

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Abstract

This chapter presents a heuristic model of student leaning as a means to understanding the scope of factors to be considered in making predictions about student learning. It is underpinned by a review of a wide body of literature. The model is drawn from Price and Richardson's 4P model (2004) that considered factors in improving student learning and argues that the same issues apply to predicting student learning outcomes. It builds upon existing research into learning and teaching. It is an articulation and an extension of Dunkin and Biddle?s (1974) model, the Biggs (1985) original Presage-Process-Product model and research by Prosser and Trigwell (1999). The model has four main groups of factors: presage, perceptions, process and product. The presage group contains personological and situational factors such as context. Perceptions include how students conceive learning, how teachers conceive teaching, and the context. The process group of factors incorporates approaches to learning in students and teachers approaches to teaching. The model is presented as a basis for engaging in future research in a holistic manner that may bear further fruit in predicting student learning.

Item Type: Book Section
Research Area: Education
Faculty, School or Research Centre: Interdepartmental and Cross-Faculty Research Groups and Centres > Centre for Higher Education Research and Practice (CHERP)
Depositing User: Simon Collins
Date Deposited: 16 Nov 2015 13:49
Last Modified: 16 Nov 2015 13:49
URI: http://eprints.kingston.ac.uk/id/eprint/33226

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