The modelling of 'dissonant' study orchestration in higher education

Attention is drawn in the present study to atypical patterns of contextualised learning engagement that are often difficult to interpret because, at face value, they exhibit varying degrees of conceptual dissonance. Against a summary of the practical and methodological problems associated with resea...

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Bibliographic Details
Published in:European journal of psychology of education 2000-03, Vol.15 (1), p.5-18
Main Author: Meyer, Jan H.F.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Failure
Correlations
Educational environment
Educational Research
Higher Education
Individual Differences
Learner Engagement
Learning
Learning Experience
Literature Reviews
Modeling
Observational research
Orchestration
Pathology
Perceptual learning
Research design
Student Reaction
Violations
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Summary:Attention is drawn in the present study to atypical patterns of contextualised learning engagement that are often difficult to interpret because, at face value, they exhibit varying degrees of conceptual dissonance. Against a summary of the practical and methodological problems associated with researching the phenomenon of 'dissonance', a review is presented of how it may manifest itself in differing contexts, and with what implied or observed associated effects. The empirical question of how 'dissonance' may be interpreted and modelled is addressed and it is argued that, in general, the phenomenon can be naturally accommodated within an interference observed model of student learning by virtue of violations of defined 'conceptual boundaries' within the model at an individual, or subgroup, response level. An example of an observed interference model of student learning in the form of a common factor model is introduced and is then further used to illustrate how such conceptual violations may occur in practice. Dans la présente étude l'attention est focalisée sur des patterns atypiques d'engagement dans des apprentissages contextualisés qui sont souvent difficiles à interpréter parce que, à première vue, ils présentent des degrés variés de dissonance conceptuelle. Plutôt qu'un résumé des problèmes pratiques et méthodologiques associés avec la recherche du phénomène de 'dissonance', on présente une revue de la façon dont il se manifeste dans différents contextes et avec quels effets associés impliqués ou observés. On se pose la question empirique de savoir comment la 'dissonance' doit être interprétée et modélisée. Un exemple d'un modèle d'interférence observé d'apprentissage d'élève sous la forme d'un modèle de facteur commun est introduit et il est ensuite utilisé pour illustrer comment de telles violations conceptuelles peuvent apparaître en pratique.
ISSN:0256-2928
1878-5174
DOI:10.1007/BF03173163