Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: A Discussion

This discussion addresses the methodological approaches used in the special issue on student transitions and diversity. We provide an overview of how the different papers contribute to methodological development in the field, in particular by their use of advanced multi-factor analyses and accounting for diversity in student transitions at several levels. The discussion touches upon challenges concerning (a) the distinction of analytical levels, (b) different conceptualisations and operationalisations of diversity and (c) the types of data collection methodologies. We conclude by discussing future steps to widen the methodological lens in transition research

It is all in the surv-eye: can eye tracking data shed light on the internal consistency in self-report questionnaires on cognitive processing strategies?

Although self-report questionnaires are widely used, researchers debate whether responses to these types of questionnaires are valid representations of the respondent’s actual thoughts and beliefs. In order to provide more insight into the quality of questionnaire data, we aimed to gain an understanding of the processes that impact the completion of self-report questionnaires. To this end, we explored the process of completing a questionnaire by monitoring the eye tracking data of 70 students in higher education. Specifically, we examined the relation between eye movement measurements and the level of internal consistency demonstrated in the responses to the questionnaire. The results indicated that respondents who look longer at an item do not necessarily have more consistent answering behaviour than respondents with shorter processing times. Our findings indicate that eye tracking serves as a promising tool to gain more insight into the process of completing self-report questionnaires

Deep and surface learning in problem-based learning: a review of the literature

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students’ deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students’ approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of −.05). PBL is assumed to enhance active learning and students’ intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning