proceedings of Student Mobility and ICT: Can E-LEARNING

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Figure 4. Correlations of deep versus stepwise learning and outcome measures.
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Figure 5. Correlations of self versus external regulation and outcome measures.
A similar pattern can be discovered in terms of learning conceptions. Viewing the correlations
between learning conceptions and course performances as depicted in Figure 6, it is clear that not all
conceptions are that beneficial for achieving good learning results. In fact, the conception of learning as cooperation,
where others have an important responsibility in the learning of the student, appears to be
detrimental in most performance measures. In contrast to the use-conception, that in general contributes to
higher performances. Intensity in e-learning deviates from this pattern: all learning conceptions correlate
positively, with the strongest roles for the learning conceptions construction of knowledge and intake of
knowledge.
Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 57