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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Students’ Perception of Quality of Learning Experience (Structure, Process and Outcome): Discipline Versus Problem Based Medical Curriculum and the Mediation Role of Process Quality
Mu'taman Jarrar,Radwa Hamdi Bakr Mohamed,Mohammad Al-Bsheish,Waleed Albaker,Arwa Khalid Alumran,Ammar K Al-Omran +5 more
TL;DR: In this article , the authors compare the quality of learning experience of students enrolled in traditional discipline-based and problem-based medical curricula and explore the mediation effect of the process quality between the relationship of the structural quality and students' perception of learning experiences.
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Students’ Perceptions of Active Learning Classrooms from an Informal Learning Perspective: Building a Full-Time Sustainable Learning Environment in Higher Education
TL;DR: In this article , the authors explored the strengths and weaknesses of active learning classroom spatial environments using a mixed quantitative and qualitative research approach, and found that most students were satisfied with the informal learning experience in active learning classrooms, comfortable and flexible space perception and humanized learning support facilities.
Proceedings ArticleDOI
Designing and Teaching a Curricular Unit to Accomplish the Outcomes Related Learning Objectives
Isabel M. Joao,João M. Silva +1 more
TL;DR: This paper describes how a curricular unit of Advanced Techniques for Quality was designed in the Quality and Environmental Engineering Master Course to satisfy the outcomes defined in the unit.
Persistence in major in relation to learning approaches – development of a questionnaire for university chemistry students
TL;DR: In this paper, the authors developed an instrument that could be used for the prediction of students at risk of dropping completely or changing their major, which was designed in such a way that it probes the learning approach features of chemistry students.
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".
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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.