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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Alleviating cross-cultural challenges of Indian subcontinent students: University staff perspectives
Monika Kansal,Ritesh Chugh,Anthony Weber,Stephanie A. Macht,Robert Freeman Grose,Mahsood Shah +5 more
TL;DR: In this paper , the authors identify academic and professional staff perceptions of how they can help alleviate the social and academic challenges faced by sub-inent students, and propose a range of simple initiatives that university staff and decision-makers could introduce to alleviate these challenges.
Book ChapterDOI
Researching ‘Quality Work’ in Higher Education
Mari Elken,Bjørn Stensaker +1 more
TL;DR: In this paper, the authors discuss the current state of the art in the literature regarding quality in higher education and argue for the necessity of a new concept that connects research on organisational and pedagogical dimensions of quality.
Unha proposta para a avaliación e a cualificación nos estudos de grao: metodoloxía mixta virtual - presencial a través da aplicación de tests mediante a ferramenta Moodle
TL;DR: In this article, the authors describe a methodology that combines virtual evaluation through Moodle plataform, by means of tests with multiple choice answer, with the traditional way of evaluation by classroom exams, to assess complementary aspects of the knowledge acquired.
Proceedings ArticleDOI
Person Development Technologies To Enhance Soft Skills Of Engineering Students
TL;DR: The importance of universal (non-technical) competencies or soft skills of engineering students is increasing in the modern world as discussed by the authors, and engineering education needs to solve person development tasks.
Journal ArticleDOI
In Search of Greater Understanding: The Impact of Mastery Learning on Social Science Education:
TL;DR: In this paper, mastery learning approaches were designed to improve student learning and elevate the level of understanding across a broader swath of students, and they operate under the belief that all students learn from the same teacher.
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.
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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.