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The Relationship between Instructional Strategies and Cognitive Activation in Higher Education: A Student Perspective

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Title: The Relationship between Instructional Strategies and Cognitive Activation in Higher Education: A Student Perspective
Language: English
Authors: Hanneke Theelen (ORCID 0000-0003-0169-7922), Erik Canisius, Guus Lambert (ORCID 0009-0008-0836-6038)
Source: Active Learning in Higher Education. 2025 26(3):521-541.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Active Learning, Learner Engagement, Educational Strategies, Teaching Methods, Higher Education, Cognitive Psychology, College Students, Student Attitudes, Learning Processes, Cognitive Restructuring, Repetition, Scaffolding (Teaching Technique), Multimedia Instruction, Faculty Development, Curriculum Development, Alignment (Education), Foreign Countries, Student Participation
Geographic Terms: Netherlands
DOI: 10.1177/14697874251356242
ISSN: 1469-7874
1741-2625
Abstract: This study aimed to validate and explore outcomes of a questionnaire assessing instructional strategies and active learning perceptions among students. The questionnaire, developed through iterative processes and validated by experts and student samples, featured 17 vignettes representing various instructional strategies. Factor analysis revealed four distinct themes: Process-Oriented Learning, Cognitive Structuring and Repetition, Scaffolding, and Multimedia Instruction. Findings indicated that although all the strategies were observed in practice, their frequency varied significantly between lecturers, with many strategies being observed by less than half of the students. Notably, strategies such as the testing effect and interleaved practice were perceived as highly activating by students yet were underutilized by lecturers. Methodological considerations highlighted challenges in vignette construction and reliance on student perceptions, suggesting the need for refined measurement techniques and direct observational methods in future studies. Implications for educational practice underscored the importance of targeted professional development, curriculum enhancement informed by effective strategies, and ongoing evaluation to align instructional practices with student engagement. Further research should explore longitudinal impacts and lecturer perspectives to enhance strategy effectiveness and educational outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489654
Database: ERIC
FullText Text:
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  Data: The Relationship between Instructional Strategies and Cognitive Activation in Higher Education: A Student Perspective
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Hanneke+Theelen%22">Hanneke Theelen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0169-7922">0000-0003-0169-7922</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erik+Canisius%22">Erik Canisius</searchLink><br /><searchLink fieldCode="AR" term="%22Guus+Lambert%22">Guus Lambert</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-0836-6038">0009-0008-0836-6038</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Active+Learning+in+Higher+Education%22"><i>Active Learning in Higher Education</i></searchLink>. 2025 26(3):521-541.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Label: Page Count
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  Data: 21
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Psychology%22">Cognitive Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Restructuring%22">Cognitive Restructuring</searchLink><br /><searchLink fieldCode="DE" term="%22Repetition%22">Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: DOI
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  Data: 10.1177/14697874251356242
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1469-7874<br />1741-2625
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to validate and explore outcomes of a questionnaire assessing instructional strategies and active learning perceptions among students. The questionnaire, developed through iterative processes and validated by experts and student samples, featured 17 vignettes representing various instructional strategies. Factor analysis revealed four distinct themes: Process-Oriented Learning, Cognitive Structuring and Repetition, Scaffolding, and Multimedia Instruction. Findings indicated that although all the strategies were observed in practice, their frequency varied significantly between lecturers, with many strategies being observed by less than half of the students. Notably, strategies such as the testing effect and interleaved practice were perceived as highly activating by students yet were underutilized by lecturers. Methodological considerations highlighted challenges in vignette construction and reliance on student perceptions, suggesting the need for refined measurement techniques and direct observational methods in future studies. Implications for educational practice underscored the importance of targeted professional development, curriculum enhancement informed by effective strategies, and ongoing evaluation to align instructional practices with student engagement. Further research should explore longitudinal impacts and lecturer perspectives to enhance strategy effectiveness and educational outcomes.
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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1489654
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        Value: 10.1177/14697874251356242
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      – Text: English
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      – SubjectFull: Active Learning
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Educational Strategies
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      – TitleFull: The Relationship between Instructional Strategies and Cognitive Activation in Higher Education: A Student Perspective
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              Y: 2025
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