University students' study orientations, learning experiences and study success in innovative courses

The aim of this study was to find out whether university students' study orientations on four innovative courses differed from their usual orientations to their studies. Furthermore, students' study success and learning experiences were examined. The pedagogical innovations carried out on the courses included different kinds of activating instruction with the emphasis on interactive forms of learning and studying. At the beginning of each course the students' general study orientations were measured with a questionnaire. At the end of the course the same questionnaire was used but the questions were now formed to focus on the study orientations on these interactive courses. The comparison between the two orientation scores showed significant decrease in two sum scores: problems with motivation and reproductive and competitive achievement orientation. The students' subjective learning experiences and evaluations of their own learning correlated with the 'objective' assessment by the teachers. The findings suggest that interactive pedagogy may decrease competitiveness between students, and it seems to benefit especially the students with motivational problems.