Iván M Borja Reaction Paper 1 February 13, 2007

Vermunt and Vermetten (2004) discuss the trends in student learning during the last

decade. They analyze the use of the Inventory of Learning Styles (ILS) as an instrument

to measure learning, and the interrelation between self-regulation and external regulation

as part of an integrative learning theory.

The paper does important conclusions about the learning experience. First, it identifies

four dimensions in student learning: undirected, reproduction-directed, meaning-directed,

and application-directed learning patterns. The first three are common in several contexts.

The last one is popular among adult students.

Second, three important assumptions about students’ learning patterns are made: a)

increasing differentiation within learning components, b) increasing integration of

learning components, and c) application-directed learning seems late. All of them

increase with adult or advanced groups of students.

Third, students have very stable learning patterns. However, those patterns could change

given specific circumstances (changes in context).

Fourth, learning patterns appear to be related to personal variables like previous academic

and working experience, age, gender, and with contextual variables.

Fifth, students entering in a new type of education face non permanent differences

between their own learning conceptions and the new learning demands.

Sixth, tests during the first years of higher education do not develop analytical, critical

and processing skills.

Seventh, review of previous studies show the possibility of change students’ learning

patterns. Favorable results can be obtained from this intervention; however, research is

still scarce in this field.

Eight, students are demanding more innovative teaching methods every day. They have

realized the need for self directed learning.

Finally, the research opens the discussion for future research. The authors suggest

focusing in the integration of the concepts of student learning and in the interrelation

between self regulation and external regulation of learning.

Knowles, Holton, and Swanson (2005) provide useful advice in developing adult learning

process and methods. Understanding the difference between teaching adults and non-

adults is essential to achieve our teaching and learning challenges. Also, the differences

inside a same age group must be considered. Vermunt and Vermetten (2004) do not

address this issue in their research. Even when they relate the development of analytical

and critical capabilities to adult learners, they are not able to conclude if those

characteristics are age-related. I believe we need to be able to define adult in a learning

context. Are there certain characteristics (like analysis and criticism) that depend only of

age? Or those depend of level of maturity (regardless of age) or previous academic

experience? These external factors should be consider in identifying a student learning

pattern and its characteristics.

Boekaerts (1995) shows some examples of affective activities that influence the learning

process. This influence could be positive, negative and neutral. I deeply believe affective

activities can not be excluded of the analysis. Vermunt and Vermetten (2004) mention the

impact of affective characteristics in the learning process but they do not give them the
enough importance. Affective, even cultural distinctions must be considered during the

learning process. Individuals from different cultural backgrounds could respond totally

oppose to the same learning environment. Also, understanding those personal

characteristics can make possible a better learning process.

Vermunt and Vermetten (2004) do an important contribution to the knowledge and

understanding of learning patterns. They discuss the relationships between several

learning strategies, conceptions of learning, and learning orientation. Further research is

necessary for a better development of the subject.

 References

Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between metacognitive

and metamotivation theories. Educational Psychology, 30, 195-200.

Knowles, M.S., Holton, E.F., & Swanson, R.A. (2005). The Adult Learner: The
Definitive Classic in Adult Education and Human Resource Development (6th ed.).
Burlington, MA: Elsevier.

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(4), 359-384.