The influence of learning environments on students’ epistemological beliefs and learning outcomes

Abstract

There is evidence that students’ epistemological beliefs impact on approaches to learning and consequent learning outcomes. Epistemological beliefs have been shown to influence students’ approaches to study and problem-solving, motivation and persistence in information seeking. There are also some preliminary research findings that suggest the structure of learning environments can influence students’ epistemological beliefs. A study was designed to investigate the impacts of a new course on students’ epistemological beliefs. The new course structure was based on engaging students in web-supported independent activities prior to small-group workshops that focused on active learning. Findings indicate that students’ epistemological beliefs changed during the course implementation, and that students with more complex epistemological beliefs achieved better results in the course.

Thanks to Bob Baker, Ray Debus and reviewers for helpful comments on previous versions. This project was funded by a Small Research Grant from the Faculty of Commerce and Economics at UNSW, and in part by a First Year Teaching Grant from the Pro-Vice-Chancellor (Education) at UNSW.