Differences between students' and teachers' perceptions of education: Profiles to describe congruence and friction

Instructional Science

Volumn 42, Issue 1, 2014, Pages 11-30

  Könings, Karen D ^a   Seidel, Tina ^b   Brand Gruwel, Saskia ^c   van Merriënboer, Jeroen J G ^a  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b TECHNICAL UNIVERSITY OF MUNICH   (Germany)

^c OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

Author keywords

Congruence; Friction; Latent class analyses; Learning environment; Student perceptions; Teacher perceptions

Indexed keywords

EID: 84893319738     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11251-013-9294-1     Document Type: Article

References (43)

1. Bargh, J. A., Chen, M., & Burrows, L. (1996). The automaticity of social behavior: Direct effects of trait concept and stereotype activation on action. Journal of Personality and Social Psychology, 71, 230-244.
2. Broekkamp, H., van Hout-Wolters, B. H. A. M., Rijlaarsdam, G., & van den Bergh, H. (2002). Importance in instructional text: Teachers' and students' perceptions of task demands. Journal of Educational Psychology, 94, 260-271.
3. Cook-Sather, A. (2003, March/April). Listening to students about learning differences. Teaching Exceptional Children, pp 22-26.
4. De Corte, E., Verschaffel, L., Entwistle, N., & van Merriënboer, J. J. G. (Eds.). (2003). Powerful learning environments: Unravelling basic components and dimensions. Oxford: Elsevier Science.
5. Den Brok, P. J., Bergen, T. C. M., & Brekelmans, J. M. G. (2006). Convergence and divergence between students' and teachers' perceptions of instructional behaviour in Dutch secondary education. In D. L. Fisher & M. S. Khine (Eds.), Contemporary approaches to research on learning environments: World views (pp. 125-160). Singapore: World Scientific.
6. Donaldson, M. (1978). Children's mind. London: Fontana.
7. Doppelt, Y. (2004). Impact of science-technology learning environment characteristics on learning outcomes: Pupils' perceptions and gender differences. Learning Environments Research, 7, 271-293.
8. Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students' motivation. The Elementary School Journal, 93, 553-574.
9. Elen, J., Clarebout, G., Léonard, R., & Lowyck, J. (2007). Student-centred and teacher-centred learning environments: What students think? Teaching in Higher Education, 12, 105-117. doi: 10. 1080/13562510601102339.
10. Elen, J., & Lowyck, J. (1999). Metacognitive instructional knowledge: Cognitive mediation and instructional design. Journal of Structural Learning & Intelligent Systems, 13, 145-169.
11. Entwistle, N., & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19, 169-194.
12. Feinstein, L., & Peck, S. C. (2008). Unexpected pathways through education: Why do some students not succeed in school and what helps others beat the odds? Journal of Social Issues, 64, 1-20. doi: 10. 1111/j. 1540-4560. 2008. 00545. x.
13. Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7-33.
14. Fraser, B. J., & O'Brien, P. (1985). Student and teacher perceptions of the environment of elementary school classrooms. The Elementary School Journal, 85, 567-580.
15. Kember, D. (1997). A reconceptualisation of the research into research into university academics' conceptions of teaching. Learning and Instruction, 7, 255-275.
16. Kershner, R., & Pointon, P. (2000). Children's views of the primary classroom as an environment for working and learning. Research in Education, 64, 64-77.
17. Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2005). Towards more powerful learning environments through combining the perspectives of designers, teachers and students. British Journal of Educational Psychology, 75, 645-660. doi: 10. 1348/000709905X43616.
18. Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2007a). Teachers' perspective on innovations: Implications for educational design. Teaching and Teacher Education, 23, 985-997. doi: 10. 1016/j. tate. 2006. 06. 004.
19. Könings, K. D., Brand-Gruwel, S., van Merriënboer, J. J. G., & Broers, N. (2008). Does a new learning environment come up to students' expectations? A longitudinal study. Journal of Educational Psychology, 100, 535-548. doi: 10. 1037/0022-0663. 100. 3. 535.
20. Könings, K. D., van Zundert, M. J., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2007b). Participatory design in secondary education: Its desirability and feasibility according to teachers and students. Educational Studies, 33, 445-465. doi: 10. 1080/03055690701423648.
21. Lee, M. H., & Tsai, C. C. (2005). Exploring high school students' and teachers' preferences toward the constructivist Internet-based environments in Taiwan. Educational Studies., 31, 149-167. doi: 10. 1080/03055690500095522.
22. Luyten, L., Lowyck, J., & Tuerlinckx, F. (2001). Task perception as a mediating variable: A contribution to the validation of instructional knowledge. British Journal of Educational Psychology, 71, 203-223.
23. Murphy, L. M., Shelley, M. A., White, C. J., & Baumann, U. (2011). Tutor and student perceptions of what makes an effective distance language teacher. Distance Education, 32, 397-419. doi: 10. 1080/01587919. 2011. 610290.
24. Norman, D. A. (1986). Cognitive engineering. In D. A. Norman & S. W. Draper (Eds.), New perspectives on human-computer interaction (pp. 31-62). Hillsdale NJ: Lawrence Erlbaum Associates.
25. Prosser, M., & Trigwell, K. (1993). Development of an approaches to teaching questionnaire. Research and Development in Higher Education, 15, 468-473.
26. Prosser, M., & Trigwell, K. (1997). Relations between perceptions of the teaching environment and approaches to teaching. British Journal of Educational Psychology, 67, 25-35.
27. Renzulli, J. S., & Dai, D. Y. (2001). Abilities, interests, and styles as aptitudes for learning: A person-situation interaction perspective. In R. J. Sternberg & L. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 23-45). Mahwah, NJ: Lawrence Erlbaum Associates.
28. Roelofs, E. C., & Terwel, J. (1999). Constructivism and authentic pedagogy: State of the art and recent developments in the Dutch national curriculum in secondary education. Journal of Curriculum Studies, 31, 201-227.
29. Rost, J. (2004). Testtheorie und Testkonstruktion [Test theory and test construction]. Bern: Hans Huber.
30. Schmitt, N., Oswald, F. L., Friede, A., Imus, A., & Merritt, S. (2008). Perceived fit with an academic environment: Attitudinal and behavioural outcomes. Journal of Vocational Behavior, 72, 317-335. doi: 10. 1016/j. jvb. 2007. 10. 007.
31. Seidel, T. (2006). The role of student characteristics in studying micro teaching-learning environments. Learning Environments Research, 9(3), 253-271. doi: 10. 1007/s10984-006-9012-x.
32. Shavelson, R. J., & Seidel, T. (2006). Approaches in measuring learning environments. Learning Environments Research, 9(3), 195-197. doi: 10. 1007/s10984-006-9010-z.
33. Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37, 57-70.
34. van Merriënboer, J. J. G., & Kirschner, P. A. (2012). Ten steps to complex learning (2nd ed.). New York: Routledge.
35. Vermetten, Y. J., Vermunt, J. D., & Lodewijks, H. G. (2002). Powerful learning environments? How university students differ in their response to instructional measures. Learning and Instruction, 12, 263-284.
36. Vermunt, J. D. H. M. (1992). Leerstijlen en sturen van leerprocessen in het hoger onderwijs: Naar procesgerichte instructie in zelfstandig denken [Learning styles and regulations of learning in higher education: Towards process-oriented instruction in autonomous thinking]. Amsterdam/Lisse: Swets and Zeitlinger.
37. Vermunt, J. D. (2007). The power of teaching-learning environments to influence student learning. British Journal of Education Psychology Monograph Series II, 4, 73-90.
38. Vermunt, J. D., Bouhuijs, P. A. J., & Picarelli, A. (2003). Vragenlijst Leerstijlen voor het Voortgezet Onderwijs (VLS-VO) [Inventory of Learning Styles for Secondary Education (ILS-SE)]. Maastricht University, The Netherlands: Expertise Center Active Learning.
39. Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257-280.
40. Vermunt, J. D., & Vermetten, Y. J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16, 359-384. doi: 10. 1007/s10648-004-0005-y.
41. Von Davier, M. (1999). WINMlRA: A program system for analyses with the Rasch-model, with the latent class analysis and with the mixed-Rasch model. Kiel: IPN.
42. Watkins, D. (2004). Teachers as scholars of their students' conceptions of learning: A Hong Kong investigation. British Journal of Educational Psychology, 74, 361-373.
43. Wierstra, R. F. A., Kanselaar, G., van der Linden, J. L., & Lodewijks, H. G. L. C. (1999). Learning environment perceptions of European university students. Learning Environments Research, 2, 79-98. doi: 10. 1023/A: 1009962024666.