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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Verständnis der direkten und indirekten Beziehungen zwischen Teilnahmemotivation, Zielorientierung und dem Gebrauch von Selbstregulierungsstrategien während einer formellen Fortbildung
TL;DR: In der vorliegenden Studie werden direkte und indirekte Beziehungen zwischen the selbst- versus fremdbestimmten Motivation zur Weiterbildungsteilnahme, Zielorientierungen zu Beginn der weiter bildung und Nutzung von Selbstregulationsstrategien wahrend der Weiter b. as discussed by the authors.
Journal ArticleDOI
Studenten som veileder - erfaringer fra Krigsskolens lederutdanning : innledning og forskningsspørsmål
E-évaluation dynamique et engagement cognitif en contexte de grand groupe à l’université
TL;DR: In this paper, a dynamic e-assessment prototype was implemented in two large university classes in order to study its influence on students' cognitive engagement, and the results showed that this form of eassessment was favorable to the students' cognition, offering them a chance to develop in-depth processing strategies and to autoregulate their study behaviors in preparation for their final exam.
Journal ArticleDOI
How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland
TL;DR: Based on Bourdieu's theory of practice, the authors explores pedagogical ideals and educational policies in teachers' everyday practice in a post-colonized bilingual university setting in Greenland.
Journal ArticleDOI
Digitalization of Technology for Expert Project Management of The School Environment Progression
Witold Albertovich Yasvin,Polina Viktorovna Smirnova,Vadim Pavlovich Peskov,Irina Sergeevna Bulanova +3 more
TL;DR: In this paper, the authors present the issues of school environment expertise and discuss the possibilities and prospects of using digital tooling for its assessment in mass educational practice and scientific research, and propose a method of vector modeling of the environment of personality development allowing determining the activity of the individual in mastering educational resources in various types of environments.
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".
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.