A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section new evidence on internal and external relationships of learning patterns is reviewed. Four themes are covered here: the dimensionality and the internal relationships of learning patterns, and relationships of learning patterns with personal, contextual and outcome variables. In the second section new directions in learning patterns research are examined. These include studies on learning patterns in new international contexts and populations, longitudinal development of learning patterns over time, methodological advances in learning patterns research, and studies on fostering the quality of students’ learning patterns. Next, relationships with adjacent theories on student learning are discussed, the learning patterns perspective is critically examined, and pathways are derived to move the model forward. Finally, future conceptual and methodological directions for learning patterns research are derived

Effects of web-based electrocardiography simulation on strategies and learning styles

Objective: To identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students. Method: A descriptive and correlational design with a one-group pretest– posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree. Results: No significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning. Conclusion: The use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students