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Many studies have shown that the shift from contact teaching to fully online teaching has had many negative effects on teaching and learning during the COVID-19 pandemic. Although the pandemic has also had an effect on leading teaching in higher education institutions, there has not been much empirical research on leaders' experiences during a pandemic. The present study brings out the voices of academic leaders themselves and how they experienced the pandemic in the light of leading teaching that is provided exclusively online. To examine the variety of degree programme directors' experiences, open-ended questions were asked and analysed using content analysis. Seven dimensions of experiences were detected, and they represented negative, positive and neutral experiences. The present study shows that higher education leaders need more guidance, training and support to face crisis situations and develop their skills, especially to communicate effectively, but at the same time to do so collaboratively and in an informal way.

The present study aims to deepen our understanding of the relationship between metacognitive awareness and approaches to learning in a multidisciplinary context of higher education using a person-oriented approach. The participants in the present study were 462 third year students of humanities, social sciences and theology. The students filled in a HowULearn questionnaire which included 18 items related to metacognitive awareness and 12 to approaches to learning. Exploratory and confirmatory factor analyses were conducted to explore the factor structure of the instruments. The data were analyzed using Pearson's correlation, K-means cluster analysis and One-way ANOVA. The results showed that two dimensions of metacognitive awareness, namely knowledge about cognition and regulation of cognition, emerged from the data. Knowledge about cognition was evaluated higher than regulation of cognition. The results showed that both dimensions of metacognitive awareness were statistically significantly related to a deep approach to learning and organized studying and negatively to an unreflective approach. Furthermore, three learning profiles were identified and they differed in both of these dimensions of metacognitive awareness. More precisely, students representing "organized students" applying a deep approach had higher scores on knowledge about cognition as well as on regulation of cognition compared with the students representing "unorganized studentsapplying a deep approach" or those with a "dissonant profile." In addition, students representing the "dissonant profile" had statistically significantly lower scores on knowledge about cognition than those students representing "unorganized students applying a deep approach." The present study implies that students with different study profiles need different types of support for the metacognitive awareness of their own learning processes.

This paper examines disciplinary differences in the combinations of approaches to learning (i.e., learning profiles) among students, and how those combinations are related to academic achievement. In addition, the study focuses on how different learning profiles are related to students' self-efficacy beliefs in different disciplines. Data consist of HowULearn survey responses from 4,294 full-time students from six different disciplines. We used a person-oriented approach; that is, the latent profile analysis (LPA) with various functions. The results showed that it is possible to detect different learning profiles of students in different disciplines. The study highlights that students who struggle in almost every discipline have a dissonant learning profile or the deep unorganised profile. Therefore, special attention should be paid to identifying the students with dissonant learning profiles and to support them in recognising their own learning processes. Moreover, students' time and effort management skills should be fostered during university studies.

Students are expected to develop academic competences during their studies. However, research regarding the relation between academic competences and student learning is scarce. The present mixed-methods study aims to investigate the complex interrelations between academic competences and approaches to learning using both quantitative and qualitative methods. The data included 1023 graduates' survey answers and 83 interviews. The results showed that academic competences correlated positively with a deep approach to learning as well as with organised studying, and negatively with a surface approach. The qualitative analysis, however, revealed that descriptions of a deep approach were also found among graduates who evaluated academic competences less highly. Further, the results showed that putting effort into studying and seeing various competences as transferable were also positively related to academic competences and greater satisfaction with the degree obtained. The present study also showed that approaches to learning are closely intertwined with academic competences. The study suggests that the development of academic competences and an ability to identify them can be supported by emphasising deep-level learning and organised studying.

Seeking ways to support the work of higher education teachers is important. One of the tools that can be used to support teachers' work is the promotion of reflection. Thus, the current study aimed to explore higher education teachers support opportunities provided by self-reflection. In the study, Finnish higher education teacher educators (N = 20) reflected their teaching by using a research-based self-reflection tool HowUTeach, which consists of items measuring teaching processes and well-being. The teachers responded to the items and then received feedback based on their responses. The teachers then participated in group interviews, which form the data for the present study. Thematic analysis of the interviews focused on teachers' experiences of the self-reflection and aimed to identify support opportunities the self-reflection and feedback may offer for teachers. Based on the findings, the teachers (1) experienced an enhancement and enrichment of self-reflection, (2) were expecting a more situation-specific approach to self-reflection, and (3) noted support opportunities through the deepening of reflection during collegial interaction. The study highlights that in order to support higher education teachers by promoting self-reflection, it is also crucial to provide teachers with opportunities for dialogical reflection. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates the relationship between approaches to learning, self-perceived study burnout, and the level of knowledge among veterinary students. Veterinary educational programs are under regular development and would benefit greatly from detailed feedback on students' knowledge, proficiency, influencing factors, and coping mechanisms. Methods: The VetRepos consortium developed and calibrated an item repository testing knowledge across the entire veterinary curriculum. Two hundred forty-eight students from seven European veterinary institutions took the VetRepos test, comprising a subset of the repository. They also responded to a questionnaire assessing deep and unreflective learning approaches and self-perceived study burnout, represented by exhaustion and cynicism. Structural equation modeling analyzed the relationship between these latent traits and the VetRepos test score. Results: The model failed the exact-fit test but was retained based on global fit indices, inter-item residual correlations, and standardized residual covariances. Root Mean Square Error of Approximation with robust standard errors and scaled test statistic was 0.049 (95% confidence interval 0.033-0.071), scaled and robust Comparative Fit Index 0.95 (0.90-0.98), and scaled Standardized Root Mean Square Residual 0.056 (0.049-0.071). Measurement invariance across study years was not violated (ΔCFI = 0.00, χ² = 3.78, Δdf = 4, p = 0.44), but it could not be confirmed between genders or universities. The VetRepos test score regressed on the study year [standardized regression coefficient = 0.68 (0.62-0.73)], showed a negative regression on the unreflective learning approach [-0.25 (-0.47 to -0.03)], and a positive regression on the deep approach [0.16 (0.03-0.28)]. No direct association with perceived burnout was observed; however, a significant, medium-sized association was found between the unreflective approach and self-perceived study burnout. No significant differences in learning approaches or perceived burnout were found between study years. Discussion: The most important source of variance in VetRepos test scores, unrelated to the study year, was the learning approach. The association between the VetRepos test score and self-perceived burnout was indirect. Future research should complement this cross-sectional approach with longitudinal and person-oriented studies, further investigating the relationship between study burnout and learning approaches. [ABSTRACT FROM AUTHOR]

The aim of the present study is to explore changes both in approaches to learning as well as in students' experiences of the teaching-learning environment and how these changes are related to each other during their Bachelor studies by using a longitudinal data set. The aim is further to explore how students' approaches to learning and their perceptions of the teaching-learning environment relate to study success. Participants comprised of 103 students at the Faculty of Biological and Environmental Sciences who participated in the present study from the first to third year of their Bachelor degree studies. We used a modified version of the ETLQ questionnaire and conducted Confirmatory factor analyses on scales representing approaches to learning and the teaching-learning environment at both measurements. We investigated changes at the group level using a paired sample t-test and conducted the final analysis with regression analyses. We then used Structural Equation Modelling to analyse the relationship between approaches to learning, perceptions of the teaching-learning environment, and study success. The results showed an increase in the deep approach to learning and a decrease in students' perceptions of teaching for understanding. Organised studying and interest in studies were related to study success. The results reveal the existence of complex relations between changes in approaches to learning and perceptions of the teaching-learning environment.

Since the late 1970s numerous studies have explored students' approaches to learning (referred to as the "SAL" tradition). These studies have provided valuable evidence of students' study strategies and intentions at the university. Since extensive research already exists on students' approaches to learning, there is a need to move forward and analyse student learning from new perspectives. In the present in-depth qualitative study, we analyse interviews of 34 students who scored extremely highly on the deep approach scale in a pre-test in our previous quantitative study (Lindblom-Ylänne, Parpala & Postareff, 2013) and thus are likely to have a strong commitment to understand, and a "disposition to understand for oneself" which is a recently introduced, yet unexplored phenomenon (see Entwistle & McCune, 2009; McCune & Entwistle, 2011). We identified several individual and contextual elements which provided explanations for the students' high scores on the deep approach, as well as for the increase, decrease or stability in their deep approach during one course. The results showed that most students showed a strong commitment to understand, but those whose deep approach sharply decreased during the course showed less commitment and their descriptions revealed problems with, for example, study skills, time management and regulation of learning. However, contextual elements such as the students' experiences of the course teaching and their interest in the course content did not clearly provide explanations for the changes in the deep approach. Elements of a "disposition to understand for oneself" clearly emerged among students whose deep approach did not decrease, or decreased only slightly.

A successful transition from university to working life requires that graduates are able to employ their education and academic competences in real working-life contexts. Our previous research showed that graduates varied in how they were able to reflect on their competences at the time of graduation. The present longitudinal mixed-method study follows the same graduates and explores their evaluations of the usefulness of university education and career success, three years after graduation. The follow-up data consisted of 57 graduates' survey answers analysed by quantitative and qualitative methods. The results showed that graduates who were able to describe and evaluate more competences at the time of graduation perceived their current jobs to correspond more to their education. Graduates with more limited evaluations of their competences, on the other hand, had experienced more challenges related to employment and were more uncertain of their goals. The results also showed that having diverse competences and an ability to recognise them at the time of graduation is important for later career success and may also be related to what kind of challenges graduates face in working life.

This study aims, firstly, to examine the nature of the surface approach to learning in today's university context, and secondly, to explore the factors that explain variations in the use of this approach. The 61 participants were studying in six Bachelor programmes representing various disciplines. These students scored above average on a surface approach scale and volunteered to be interviewed. One compulsory course was selected from each programme. Five surface approach profiles emerged showing variation from a "full surface approach" to a "deep approach with memorisation." Despite very similar high scores on the surface approach scale, students varied in their use of surface-level processes. Thus, the inventory data did not capture the full variation in the students' use of the surface approach to learning. Rich research methods are therefore needed to better understand the nature of students' personal aims as well as their study processes and practices.

Many factors influence students' progress in higher education. However, the students' own voices are seldom heard. Using a qualitative approach, the study explored students' own experiences of the factors that have influenced their studying. Research has indicated that students' experiences are often related to their approaches to learning. Therefore, experiences of enhancing and impeding factors were explored here in relation to different study profiles. Altogether 736 open-ended answers were analysed by qualitative context analysis. After establishing the categories of enhancing and impeding factors and creating the student profiles, the differences between the profiles were examined using chi-square tests. The results revealed that the students had experienced a broad variety of factors that influenced their studying. These experiences varied widely with regard to the students' study profiles. In particular, those in the "Students applying a surface approach" and "Unorganised students applying a deep approach" profiles appeared to experience more obstacles in their studies than the students in other profiles. Characteristic of these two profiles was the students' low ability to organise their studies, that is, manage their time and effort. The study suggests that at least part of the variation in students' experiences of the factors influencing their progress is explainable by the students' learning profiles. Whether it would be useful to identify different student profiles rather than concentrate on asking the students directly about their experiences of enhancing and impeding factors is discussed.

The relationship between study success and the nature of 550 first-year law students' study processes was investigated using a modified version of the Approaches to Learning and Studying Inventory. The students were classified into four study profiles according to their approaches to learning, indicating the nature of their study processes. In addition, the students were divided into six study success groups on the basis of their earned study credits and grade point average. The results showed that both approaches to learning and study success in the first study year predicted graduation time and the completion of the degree. Thus, it is important that faculties actively use measures, such as the inventory used in the present study, to promote first-year students' awareness of their study practices and support the progress of their studies. Individual students need tailored guidance in transitioning to university studies and identifying the demands of the study programme.

This paper explores the value of a research-based student inventory from the quality assurance point of view in two culturally different European higher education institutions for veterinary education. Perceived heavy workload is a well-known problem in veterinary studies and is a challenge to the quality of learning. First- and third-year students in both institutions responded to an inventory consisting of items regarding their approaches to learning, self-efficacy, study workload and the teaching-learning environment. There were differences in students' approaches to learning and perceived workload between the two institutions. In both contexts, the strongest predictor of the workload turned out to be the surface approach to learning. Self-efficacy showed a positive correlation with the deep approach to learning and organised studying. The strengths of the teaching-learning environment varied between the institutions. Moreover, the present study discusses how the gained information could be used in improving the teaching-learning environment and students' learning.

While focus on quality in Danish higher education has been growing in recent years, limited attention has been devoted to developing and thoroughly validating instruments that allow collecting data about university students' perceptions of the teaching-learning environment. Based on data from a large sample of Danish university students, a Danish version of the Learn questionnaire was validated using confirmatory and exploratory factor analysis. Analyses confirmed the existence of three scales reflecting students' approaches to learning and six scales reflecting students' perception of the teaching-learning environment. The results suggest that the Danish version of Learn is a valid instrument to be used for evaluation of the teaching-learning environment as well as for research into Danish university students' learning strategies.

Time and effort management skills have proved to be very important in studying, as they provide a foundation for both study success and engagement in university studies across the world. The paper focuses on how these skills develop during university studies in veterinary medicine, and examines possible changes in relation to students' experiences of the teaching-learning environment and study success. The results suggest that students' experience of interest and relevance of the subject matter explained the changes in their time and effort management skills. Moreover, students who scored high in these skills during their Bachelor's studies succeeded well in their later studies. The findings highlight the need to support the development of students' time and effort management skills from the very beginning of university studies. Moreover, the teachers should pay greater attention to the relevance of the subject matter, as it may also support the development of these skills.

University students often work during their studies, and working is considered to be one reason for high dropout rates or slow progress in studies. Moreover, the nature of students' work experience varies greatly. The study aimed to explore how working while studying is related to study success, and took approaches to learning and the nature of the work experience into account. A total of 1023 students completed a questionnaire at the time of their graduation. The results showed that doing other academic work was related to a deep approach to learning, and non-academic work was related to a surface approach and unorganised studying. Moreover, the results revealed that organised studying has an important role in terms of study pace. The study suggests that by emphasising students' organising skills and supporting their deep-level learning, students have better possibilities to create links between work experience and studies.

Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students' approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course assignments and the relevance of their studies was related to students having a deep approach to learning and being organised in their studies. Moreover, students applying a deep approach to learning and being organised in studying seemed to perceive their study success more positively. Furthermore, the better students' perception of how well their courses were organised and aligned with other studies, the lower their stress level was. The Asian students in our study exhibited a slightly more surface approach to learning, and were more organised in their studies than the European students, but the differences were very small.

The study explored factors explaining changes in a deep approach to learning. The data consisted of interviews with 12 students from four Bachelor-level courses representing different disciplines. We analysed and compared descriptions of students whose deep approach either increased, decreased or remained relatively unchanged during their courses. We also explored the effect of the teaching-learning environment on these changes. Individual factors (such as investing time and effort in studying regularly during the courses, the goals set for the courses, study skills and skills in regulating one's own learning) most clearly explained the changes in one's deep approach, while students' experiences of the teaching-learning environment and how they perceived the quality of teaching provided no clear explanation of the changes. An exception was the way in which students experienced the challenges presented by the courses, which was more clearly related to the deep-approach changes.

The aim of the study is to explore how students' experiences of enhancing and impeding factors and approaches to learning are related to students' study progress. A total of 93 students from the Faculty of Arts and Humanities participated in the study by answering a Learn-questionnaire regarding their experiences of the enhancing and impeding factors and their approaches to learning. Regression analysis showed that working impeded study progression whereas interesting teaching enhanced it. However, the results revealed that the factors that enhance or impede studying appear to be closely mediated by students' approaches to learning. For example, working was not problematic for students with good organising skills. The findings suggest that it may not be possible to identify the factors that would enhance or impede studying without taking individual differences into consideration. In addition, the results imply that the focus in teaching should be in developing students' self-regulation skills.

The study examined the use of the modified Experiences of Teaching and Learning Questionnaire (ETLQ) in the Finnish context by focusing on its factor structures and comparing them with those for British data. A total of 2,509 Finnish and 2,710 British students completed the questionnaire. The comparison of the factor structures were conducted using exploratory structural equation modelling (ESEM) and a transformation analysis. Although the differences between the factor structures prevented a combined analysis, the structures were highly similar in the two contexts. The ETLQ appears to be a sufficiently robust and reliable instrument for use across countries and, in addition, at either the level of the degree subject or the single course module.

The examination of academic progression has become an essential tool for measuring the effectiveness of educational systems. Research concerning the relationship between student learning and how they progress in their studies, however remains scarce. The aim of this study is two-fold: Firstly, the study aims to analyse first-year bioscience students' perceptions of their teaching-learning environment and their approaches to learning as well as the relationship of these to academic achievement as measured by students' progression in studies and how they succeed. Secondly, the present study explores factors students feel either enhance or impede their studying as well as the relationship of those factors with their approaches to learning and academic achievement. The data consist of responses from 188 first-year students who began their studies in the fall 2007 and 2008. The data were collected in a Finnish context with a modified and shortened version of the Experiences in Teaching and Learning Questionnaire (ETLQ). The analyses were carried out using factor analysis, one-way ANOVA and structural equation modeling. According to the results, organised studying was related to both academic progression and study success. In addition, academic progression was positively related to peer support. Furthermore, most of the students found that problems in time management impeded their studies and that pre-set schedules enhanced them. Results indicate that social support and self-regulation skills are important for academic achievement.

The University of Helsinki, along with the other European universities, is facing challenges for enhancing the quality of teaching and developing quality assurance systems with comparable criteria. To tackle these aims the university started to develop a student feedback system with a solid theoretical feedback and valuable practical implications. The present study describes the process of developing a research instrument and a questionnaire as a part of a research project "The Students' Approaches to Learning and their Experiences of the Teaching-Learning Environment(s)" (LEARN) at the university. The work carried out at the University of Helsinki clearly demonstrates the value of using the LEARN questionnaire: at the same time it is a valid research instrument and a practical tool for enhancing the quality of students' learning. Different faculties at the University of Helsinki have used the instrument for research purposes, in their quality work and in student counselling. Furthermore, the software that enables the systematic use of the instrument has been developed and it will be used across the University of Helsinki. (Contains 1 figure.)

This paper explores students' conceptions of good teaching in three different disciplines. Moreover, the aim is to explore the relation between these conceptions and students' approaches to learning by combining qualitative and quantitative methods. A total of 695 students from the Faculties of Behavioural Sciences, Law and Veterinary Medicine participated in the study. The students' conceptions of good teaching were analysed using a qualitative content analysis. Furthermore, the students were assigned to homogenous subgroups on the basis of their responses to items measuring approaches to learning and the differences between these subgroups and the students' conceptions were examined. The association between the conceptions, disciplines and approaches to learning were examined using Chi-square tests. Twenty-one dimensions were created from the data and 12 of them differed between the disciplines. Only one dimension differed between the student groups. The study suggests that there is disciplinary variation in students' conceptions of good teaching and universities should take this into account in the development process of the student evaluation system. (Contains 3 tables.)

Background: There is evidence of disciplinary variation in students' approaches to learning. Furthermore, previous research has shown that students' approaches are related to their perceptions of the learning environment. Aim: The overall objective of the study was to analyse combinations of approaches to learning among undergraduates in different disciplines. More precisely, the aim was to cluster students on the basis of their scores on different items measuring approaches to learning, and to explore the relationship between the clusters and both the disciplines of the students and their perceptions of the teaching-learning environment. Sample: A total of 2,509 students participated in the study. Methods: The students were asked to complete an on-line questionnaire, which was a revised version of the Experience of Teaching and Learning Questionnaire. It included items covering approaches to learning and perceptions of the teaching-learning environment. Results: The students were classified in four clusters. There were significant differences in how the respondents from the 10 faculties were represented in these clusters. There were also differences in their perceptions of the teaching-learning environment in the different faculties. Conclusions: It appears that there is disciplinary variation in approaches to learning. Furthermore, the results indicate that both approaches to learning and the discipline have an effect on students' experiences of the teaching-learning environment.

This article explores teachers in the units of high quality education in Finland. It focuses on three questions. First, What are conceptions of good teaching of teachers teaching in the quality units? Second, What do they consider important in their teaching? And third, What is the relation between teachers' conceptions and the criteria used in the quality unit selection? Findings reveal that teachers' conceptions of good teaching are in line with the theories of good teaching and with the main selection criteria of the quality units in Finland. Still, the role of appropriate assessment is not emphasised by the teachers.

Writing is challenging for international students, who often possess inadequate writing skills and are required to adapt to the new learning environment. Students' approaches to learning have been shown to relate to some constructs of writing conceptions. Nevertheless, little research exists on the relationship between such conceptions and approaches to learning. This study explores writing conceptions, approaches to learning, and their interrelationship among international students. The data were collected from 162 international students at a research-intensive Finnish university using the HowULearn Questionnaire and the Writing Process Questionnaire. Data analysis included bivariate correlations, confirmatory factor analysis, t-test, latent profile analysis, and ANOVA tests. The results demonstrated how approaches to learning correlated with the writing conceptions of the participants. Three profiles were identified: deep and organised students (72.8%), deep and unorganised students (14.2%), and unreflective and unorganised students (13.0%). These profiles were statistically different in all writing conceptions, including blocks, procrastination, perfectionism, innate ability, knowledge transforming and productivity. Overall, students' ability to reflect on their learning and organise their studying played an important role in their writing conceptions. Based on the findings, the study provides strategies for developing writing for international students and suggestions for enhancing teaching in host universities. [ABSTRACT FROM AUTHOR]

International students study in new, unfamiliar teaching-learning environments (TLEs) and may thus experience study-related burnout. However, little research exists on the relationship between perceptions of the TLE and such burnout, especially among international students. Nevertheless, one key factor is thought to be students' approaches to learning. This study investigated the relationship between international students' perceptions of the TLE, approaches to learning and study-related burnout and how these approaches mediate the relationship between perceptions of the TLE and burnout. The data were collected among international students (n = 162) in a research-intensive Scandinavian university and analyzed using confirmatory factor analyses and structural equation modelling. The results indicated that international students' study-related burnout correlated negatively with perceptions of the TLE (alignment, interest and relevance, constructive feedback and peer support). Their study-related burnout was positively related to the unreflective approach to learning and negatively related to the deep approach to learning and organized studying. The study proved that approaches to learning acted as mediators between perceptions of the TLE and study-related burnout. The findings indicated that how the dimensions of study-related burnout were affected by different constructs of perceptions of the TLE and approaches to learning among international students. Based on these findings, the study provides implications for improving teaching. Future research should focus on the relationship between the deep approach to learning and exhaustion and how peer support affects study-related burnout. [ABSTRACT FROM AUTHOR]