On the dynamics of studentsʹ approaches to learning: The effects of the teaching/learning environment

This study investigates the effects of the learning/teaching environment on studentsʹ approaches to learning (i.e. combination of intention and learning strategies) and compares a lecture based to a student-activating setting within the first year of elementary teacher education. Data collection (N = 790) was carried out using a pre-test/post-test method by means of the Approaches to Learning and Studying Inventory (ALSI). Though studentsʹ approaches were similar at the start of the course, a clear distinction was found after experiencing the lecture based and student-activating teaching/learning environments. However, the direction of change was opposite to the premise that student-activating instruction deepens student learning. Instead, the latter pushed students towards a Surface Approach to learning and studentsʹ Strategic Approaches suffered significant lowering.