A tension between the design and reception of learning environments in higher education: Instructional knowledge as an influencing factor KU Leuven
Contrary to prevailing assumptions, students do not blindly adhere to the expectations and prescriptions imposed on them by the learning environments they encounter. Instead, they appeal to their prior knowledge to interpret these expectations and prescriptions, adjusting their behaviors accordingly. As such, research suggests that students’ knowledge of micro-level education – referred to here as their ‘instructional knowledge’ – often ...