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Modelling factors for predicting student learning outcomes in higher education

Price, Linda (2011). Modelling factors for predicting student learning outcomes in higher education. In: ‘Learning in transition: dimensionality, validity and development’ scientific research network conference, 1-2 December 2011, University of Antwerp, Belgium.

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Abstract

This paper 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: Conference Item
Copyright Holders: 2011 Linda Price
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetFlemish Research Council
Keywords: learning patterns; student learning outcomes; modelling factors; measuring learning; modelling learning
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 32494
Depositing User: Linda Price
Date Deposited: 07 Feb 2012 09:48
Last Modified: 06 Mar 2013 19:46
URI: http://oro.open.ac.uk/id/eprint/32494
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