Business and Social Science Students’ Course Preferences and Learning Approaches

The study examines university students’ course preferences and their relations to learning approaches, apparently for the first time, to gain insight how different course designs are experienced by students with different learning approaches. The data includes students from two universities and fiel...

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Autores principales:	Merja Halme, Liisa Myyry, Anna-Maija Pirttilä-Backman
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	Conjoint Analysis social science students learning approaches course preferences business students Education (General) L7-991
Acceso en línea:	https://doaj.org/article/365c15a57efd4ef0b6727388b15e19ca
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spelling	oai:doaj.org-article:365c15a57efd4ef0b6727388b15e19ca2021-11-12T16:31:11ZBusiness and Social Science Students’ Course Preferences and Learning Approaches2504-284X10.3389/feduc.2021.529197https://doaj.org/article/365c15a57efd4ef0b6727388b15e19ca2021-10-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.529197/fullhttps://doaj.org/toc/2504-284XThe study examines university students’ course preferences and their relations to learning approaches, apparently for the first time, to gain insight how different course designs are experienced by students with different learning approaches. The data includes students from two universities and fields: business (n = 467) and social sciences (n = 313). The attributes in preference measurement were selected on the basis of previous research and focus groups discussions and choice-based conjoint analysis was used. The learning approaches were measured using Experiences of Teaching and Learning Questionnaire developed by Entwistle and Ramsden. Social science students valued more interesting, challenging and time-consuming courses than business students, who valued more relevant and easier courses requiring less time. Social science students scored higher in the deep approach. The relationship between preferences and approaches was strikingly similar in the two universities: strategic students prefer relevance and deep learners challenge in both universities. An exception was that interesting courses were related to deep learning among social science students, and to the surface approach among business students. Further studies should extend our understanding of what interesting means to different kinds of students. The results give tools to design courses that enhance students’ learning and offers new insights to learning approach research.Merja HalmeLiisa MyyryAnna-Maija Pirttilä-BackmanFrontiers Media S.A.articleConjoint Analysissocial science studentslearning approachescourse preferencesbusiness studentsEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Conjoint Analysis social science students learning approaches course preferences business students Education (General) L7-991
spellingShingle	Conjoint Analysis social science students learning approaches course preferences business students Education (General) L7-991 Merja Halme Liisa Myyry Anna-Maija Pirttilä-Backman Business and Social Science Students’ Course Preferences and Learning Approaches
description	The study examines university students’ course preferences and their relations to learning approaches, apparently for the first time, to gain insight how different course designs are experienced by students with different learning approaches. The data includes students from two universities and fields: business (n = 467) and social sciences (n = 313). The attributes in preference measurement were selected on the basis of previous research and focus groups discussions and choice-based conjoint analysis was used. The learning approaches were measured using Experiences of Teaching and Learning Questionnaire developed by Entwistle and Ramsden. Social science students valued more interesting, challenging and time-consuming courses than business students, who valued more relevant and easier courses requiring less time. Social science students scored higher in the deep approach. The relationship between preferences and approaches was strikingly similar in the two universities: strategic students prefer relevance and deep learners challenge in both universities. An exception was that interesting courses were related to deep learning among social science students, and to the surface approach among business students. Further studies should extend our understanding of what interesting means to different kinds of students. The results give tools to design courses that enhance students’ learning and offers new insights to learning approach research.
format	article
author	Merja Halme Liisa Myyry Anna-Maija Pirttilä-Backman
author_facet	Merja Halme Liisa Myyry Anna-Maija Pirttilä-Backman
author_sort	Merja Halme
title	Business and Social Science Students’ Course Preferences and Learning Approaches
title_short	Business and Social Science Students’ Course Preferences and Learning Approaches
title_full	Business and Social Science Students’ Course Preferences and Learning Approaches
title_fullStr	Business and Social Science Students’ Course Preferences and Learning Approaches
title_full_unstemmed	Business and Social Science Students’ Course Preferences and Learning Approaches
title_sort	business and social science students’ course preferences and learning approaches
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/365c15a57efd4ef0b6727388b15e19ca
work_keys_str_mv	AT merjahalme businessandsocialsciencestudentscoursepreferencesandlearningapproaches AT liisamyyry businessandsocialsciencestudentscoursepreferencesandlearningapproaches AT annamaijapirttilabackman businessandsocialsciencestudentscoursepreferencesandlearningapproaches
_version_	1718430362914258944

Business and Social Science Students’ Course Preferences and Learning Approaches

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