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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Changing students’ assessment preferences: The case of an assessment development center in a veterinary gross anatomy course
TL;DR: In this paper, the authors explored the development of students' assessment preferences by investigating how these preferences evolve after experiencing an assessment development center in a veterinary gross anatomy course, and found that students' experience with an assessment and development centre can result in the developing of assessment preferences towards assessment formats testing more "higher order" skills.
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Exploring the Role of Testing in Student Outcomes: Evidence from a Mechanics Course
TL;DR: In this paper, the authors employed data from two Mechanics courses to analyze the effects of testing on performance in situ and found a strong effect for regular testing on student mid-term and final exam performance.
Proceedings ArticleDOI
Learning Strategy Approaches: Are There Differences Among Various Field Of Studies?
TL;DR: In this paper, the authors conducted preliminary research to obtain a comprehensive view of undergraduate students' learning strategy approaches and explore whether there are differences in learning strategy approach approaches for different fields of studies.
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Transformational learning: using equality and diversity marketing client briefs to foster awareness, application and action
Sally Iralu Everett,Melisa Gunduc,Maimoona Junjunia,Laura Kroener,Jakob Maise,Katrina Scott-Hyde,Lara Salem,Asli Simsek +7 more
TL;DR: In this paper , a study coauthored with second-year undergraduate students explores the impact on students of closely engaging with this material and how the assessment, which involved them interviewing experts and developing actionable recommendations, altered their views and career plans.
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
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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.