Associations between learning environment variables and students\u2019 approaches to studying: a cross-sectional study

Gry Mørk,Susanne G Johnson,Linda Stigen,Lene A Åsli,Astrid Gramstad,Tove Carstensen,Trine A Magne,Tore Bonsaksen

doi:10.1186/s12909-020-02033-4

Abstract

BackgroundAspects of the learning environment may be related to students` approaches to studying, but few studies have investigated these relationships in the context of occupational therapy education.ObjectiveTo examine associations between occupational therapy students’ perceptions of the learning environment and their approaches to studying.MethodOne hundred eighty-seven first-year occupational therapy students in Norway (response rate 61.3%) participated in this study. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses.ResultsHigher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18–0.51), while lower scores were associated with higher surface approach scale scores (β = − 0.24). Lower scores on Clear goals and standards and Appropriate workload were associated with higher surface approach scores (β ranging − 0.16 - -0.42).ConclusionBy improving aspects of the learning environment, there may be a potential for influencing occupational therapy students’ approaches to studying. Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession, ensuring clarity of goals and standards, and maintaining an appropriate workload on students appear to be important.

Highlights

Learning outcomes are the intended competency products of a students’ learning process throughout an education program
Higher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18–0.51), while lower scores were associated with higher surface approach scale scores (β = − 0.24)
Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession, ensuring clarity of goals and standards, and maintaining an appropriate workload on students appear to be important

Summary

Introduction

Learning outcomes are the intended competency products of a students’ learning process throughout an education program. They are formulated to reflect different levels of knowledge, skills and general competency embedded in the three levels of higher education [1]. Mørk et al BMC Medical Education (2020) 20:120 Another example of a general learning outcome for bachelor-level education is to be able to “apply professional knowledge and relevant results from research and development onto practical and theoretical problems, and make justified decisions” Illustrated by the above examples, we would argue that many of the general learning outcomes for bachelor-level education in Norway, such as occupational therapy education, reflect learning at the multi-structural level or higher. Aspects of the learning environment may be related to studentsapproaches to studying, but few studies have investigated these relationships in the context of occupational therapy education

Results

Discussion

Conclusion