How do university students learn: learning styles and approaches in the context of subjective quality of higher education teaching and learning effectiveness

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F13%3A50001659" target="_blank" >RIV/62690094:18440/13:50001659 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.educationalrev.us.edu.pl/volume33.htm" target="_blank" >http://www.educationalrev.us.edu.pl/volume33.htm</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

How do university students learn: learning styles and approaches in the context of subjective quality of higher education teaching and learning effectiveness

Popis výsledku v původním jazyce

This paper examines the styles and approaches to learning in contemporary higher education students. The outcomes suggest that the learning approaches have both dispositional and variable components reacting to the context of the study environment. Significant factors participating in the manner the student will approach study include, in addition to the preference for cognitive processing, especially the motivation component and the degree of dependence/independence in a given field, i.e. autonomy. These findings stimulate to consideration to what extent is currently valid higher educational system, appreciating mainly mechanical information processing and ability to adapt, is able to develop personalities that think autonomously and creatively.

Název v anglickém jazyce

How do university students learn: learning styles and approaches in the context of subjective quality of higher education teaching and learning effectiveness

Popis výsledku anglicky

This paper examines the styles and approaches to learning in contemporary higher education students. The outcomes suggest that the learning approaches have both dispositional and variable components reacting to the context of the study environment. Significant factors participating in the manner the student will approach study include, in addition to the preference for cognitive processing, especially the motivation component and the degree of dependence/independence in a given field, i.e. autonomy. These findings stimulate to consideration to what extent is currently valid higher educational system, appreciating mainly mechanical information processing and ability to adapt, is able to develop personalities that think autonomously and creatively.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2013

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

The new educational review

ISSN

1732-6729

e-ISSN

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Svazek periodika

33

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

10

Strana od-do

155-164

Kód UT WoS článku

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EID výsledku v databázi Scopus

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