Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness
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TLDR
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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Proceedings ArticleDOI
A Study on Deep Learning and Its Enlightenment on China’s Foreign Language Learning
TL;DR: The study focuses on the enlightenment of deep learning on China’s foreign language learning and predicts further study directions in the future.
Journal Article
Improving Peer Learning for Students’ Academic Performance: The Case of Second Year Rural Development and Agricultural Extension Students, College of Agriculture, Wolaita Sodo University
TL;DR: In this paper, a study was conducted to identify factors affecting peer learning, and thereby to improve students' academic performance through strengthening peer learning in Rural Development and Agricultural Extension (RDE) students.
Joint Faculty Approach to Active Learning in Master Classes of Food Technology and Engineering
Massimo Poletto,Donatella Albanese,Stefano Cardea,Francesco Donsì,Francesco Saverio Marra,Michele Miccio,Gianpiero Pataro +6 more
TL;DR: A cooperative approach in the faculty members of the Department of Industrial Engineering at the University of Salerno (Italy) was adopted to produce valuable documentation and material for applications of active learning methodology in the master course in Food Processing and Innovation developed within the FOODI project.
Journal ArticleDOI
Supporting Accounting Students to Read Before Class
TL;DR: The need to support accounting students to read before classes in first year courses as part of their ‘learning how to learn’ at university to enable them to develop personal capabilities in their later university studies is implied.
Journal ArticleDOI
Student-centred learning environments supporting undergraduate mathematics students to apply regulated learning: A mixed-methods approach
TL;DR: In this paper , the authors investigate how mathematics learning environments can promote regulated learning by investigating the same students in two parallel but pedagogically different student-centred learning environments and find that the learning environments are distinguished by the factor measuring lack of regulation and that unregulated learning is created by out-of-reach teaching and -tasks causing challenges in goal setting and motivation.
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
Journal ArticleDOI
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.