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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Does reviewing lead to better learning and decision making? Answers from a randomized stock market experiment
Patrick Wessa,Ian E. Holliday +1 more
TL;DR: The results establish that the writing of PR feedback messages causes students to experience benefits in terms of Behavior, Non–Rote Learning, and Attitudes, provided the sequence of PR activities are maintained for a period that is sufficiently long.
Student-Centered Teaching Methodology in an Undergraduate Nursing Programme at Two Nursing Institutions in Kingston, Jamaica
Melissa Walker,Cavelle J. Allen,Dawn Munroe,Rosain N. Stennett,Shaulene M. Stanley,Karozan S. Cascoe +5 more
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The effects of authentic pedagogical practices on students’ educational performances and retention power
TL;DR: In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students' learning and retention power as discussed by the authors, and therefore, it is recommended that teachers at secondary level may follow authentic pedagogy practices as compared to other traditional ones.
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Business and Economics Students’ Conceptions of and Approaches to Learning
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Equipping graduates with future-ready capabilities: an application of learning theories to higher education
TL;DR: In this paper , the authors provide theory-informed principles to guide teaching practice in developing future-focused generic capabilities and then consider how cognitive constructivist, transformational and social learning theories inform the development of these capabilities.
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.