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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Development of an application with process feedback to enhance student-centred learning
TL;DR: The project aims to achieve student-centred learning through an adaptive learning and assessment application (tool) incorporating real-time ‘process feedback’ capability, using branching models within learning activities and assessment tasks, resulting in flexible learning approaches.
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Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument
TL;DR: In this article, the authors developed an instrument measuring undergraduate students' perceptions of the social supports for active learning available to them in the classroom, based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning.
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Approach to learning and educational environment: time to rethink measurement tools in postgraduate medical training?
Efrain Riveros-Perez,Enow Jimenez,Thomas Cheriyan,Nicole Varela,Jorge Rodriguez,Alexander Rocuts +5 more
TL;DR: The learning approaches adopted by anesthesiology residents and the perception of the educational environment are not correlated with years of training, and the DREEM and R-SPQ-2F questionnaires should not be recommended for evaluation of anesthesiological residents.
Student Readiness Towards E-Learning Adoption in Higher Education: A Conceptual Model Based on Extended Technology Acceptance Model :
TL;DR: The proposed model expands the Technology Adoption Model to include the e-learning factor and the readiness factor as external variable and the participant demographic profile — namely age, gender, and CGPA — is proposed to moderate the influence of these constructs on behavioral intent and the use of technology.
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Challenges in the standardization of nursing education in Europe: A literature study focusing on the implementation of qualification frameworks:
TL;DR: There is a need to develop valid criteria for nursing competence, which in turn, could be integrated into the QFs and the NQFs and secure that nursing education will uphold and meet the highest standards in all educational systems across Europe.
References
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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".
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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.