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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Learning patterns and academic engagement of kuwaiti undergraduates
TL;DR: In this article, the authors analyzed the relationship between learning patterns, academic engagement, and GPA and found that student's learning patterns were associated with student's type of engagement to learn.
Book ChapterDOI
Authentic Pedagogy: A Project-Oriented Teaching–Learning Method Based on Critical Thinking
TL;DR: In this article, a project-oriented learning method is proposed to improve the potentiality of students in future industry/academia sectors by developing tangible prototypes in real-world problems guided by proper instructional approaches.
Proceedings ArticleDOI
Transferring Learning into the Workplace: Evaluating a Student-centered Learning Approach through Computer Science Students' Lens
TL;DR: In this article , the authors investigated the impact of transferring learning into the workplace of an Informatics teacher seeking to promote SCL within a new discipline in her portfolio (i.e., Software Engineering ).
Journal Article
Enhancing Learning Experiences in Outcomebased Higher Education: A Step towards Student Centered Learning
TL;DR: Analysis of two questions from outcome-based course evaluationnaire used in Estonian Entrepreneurship University of Applied Sciences indicated that students’ learning is supported by school, where teacher, teaching and characteristics of teaching methods help mostly to achieve learning outcomes.
Journal ArticleDOI
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 article , 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.
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.