Powerful learning environments? How university students differ in their
response to instructional measures
Learning and Instruction, Volume 12, Issue 3, June 2002, Pages 263-284
Yvonne J. Vermetten
yvonne.vermetten@ou.nl
http://www.ouh.nl/info-alg-english-r_d/otec-research/people/yvonne_verme
tten.htm
Jan D. Vermunt
Hans G. Lodewijksc
This study aimed at measuring the effects of a university educational
reform project on student learning, and individual differences in
students' responses to similar instructional measures. The reforms
mainly failed to influence reported learning strategies in the direction
of more deep and self-regulated learning. One explanation for this could
be that the instructional measures were not powerful enough to create
more deep-level learning strategies. In a second study, a different
explanation was explored. It was found that student groups with
different learner characteristics tend to use instructional measures in
different ways, such that they suit their own habits, ideas and
preferences of learning well. This makes it quite clear that direct
influence of instructional measures on learning processes does not take
place. We explore suggestions for adapting instructional practice.