Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness
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In this paper, a review outlines encouraging and discouraging factors in stimulating the adoption of deep approaches to learning in student-centred learning environments, which can be situated in the context of the learning environment, in students' perceptions of that context and in characteristics of the students themselves.About:
This article is published in Educational Research Review.The article was published on 2010-01-01 and is currently open access. It has received 727 citations till now. The article focuses on the topics: Active learning & Cooperative learning.read more
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Dissertation
The Influence of Presage and Study Processes on Academic Success of Undergraduate Turkish Students
TL;DR: This is the thesis of Dr. Huseyin Yaratan, a PhD candidate in Educational Sciences from Eastern Mediterranean University, Faculty of Education, Dept. of Educational Sciences, which aims to provide a history of education in Armenia from prehistoric times to the present day.
Journal ArticleDOI
Importance of university teacher behaviour in the faculty of health science
Soledad García Gómez de las Heras,Pedro Gil Madrona,Valentine Hernandez Barrera,Ana López de Andrés,Pilar Garrido +4 more
TL;DR: Which attitudes are the most valued by students of the Rey Juan Carlos University (Madrid, Spain) studying for degrees in the health sciences program are revealed to identify teaching strategies that could improve the minimum academic requirements of the students.
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Contrasting undergraduate mathematics students’ approaches to learning and their interactions within two student-centred learning environments
TL;DR: The Students' Approaches to Learning (SAL) tradition comprehends an approach to learning as a combination of students' aims for learning and the processes used to achieve them as discussed by the authors.
Dissertation
An Examination of the Implementation of Student-Centred Learning (SCL) in High Schools in North Cyprus
TL;DR: This is the thesis of Dr. Bekir Ozer, a doctor of Philosophy in Educational Sciences from Eastern Mediterranean University, Faculty of Education, Dept. of Educational Sciences, which aims to contribute towards the humanizing of education in Turkey.
References
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Journal ArticleDOI
The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior
Edward L. Deci,Richard M. Ryan +1 more
TL;DR: Self-Determination Theory (SDT) as mentioned in this paper maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being.
Book
Organizational Learning: A Theory Of Action Perspective
Chris Argyris,Donald A. Schön +1 more
TL;DR: Aguilar et al. as discussed by the authors define intervencion as "entrar en un conjunto de relaciones en desarrollo con el proposito de ser util".
Journal ArticleDOI
Does Active Learning Work? A Review of the Research
TL;DR: In this article, the authors examine the evidence for the effectiveness of active learning and define the common forms of activelearning most relevant for engineering faculty and critically examine the core element of each method, finding broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.
Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Paul A. Kirschner,John Sweller +1 more
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Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.