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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Seosed õppejõu õpetamisviisi ja üliõpilase õppimist toetavate ning takistavate tegurite vahel õppeaines
Kai Uiboleht,Mari Karm +1 more
TL;DR: Kõrghariduses võib õppeaine õpikeskkonda kirjeldada õppjõu õpetamisviisi kaudu as discussed by the authors.
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Active Learning and the Graduate Classroom: How Gender and International Student Status Affect Preferences and Experiences
TL;DR: This article examined student preferences and experiences with active learning among a graduate student cohort across two key identity markers: international student status a and active learning, and found that students liked active learning more than active learning.
Approaches to Learning by Undergraduate Students: A Longitudinal Study. AIR 1990 Annual Forum Paper.
TL;DR: This article found that the learning styles of students from this combined-degree school tend to be similar to those of other baccalaureate-degree programs in medicine and that there are some relationships between approaches to learning and success in the program.
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Teaching composition in a flipped classroom
TL;DR: In this paper , the authors studied the ways in which they taught composition at the University of Leeds and how they might change them, focusing on the earliest parts of the undergraduate curriculum, particularly the first two years of study, when the largest numbers of students with the least experience of the study of composition at tertiary level might be in a classroom.
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Examining Learning Approaches among Trainee Teachers and Its Relationship with Academic Achievement
TL;DR: In this paper, the authors examined the learning approaches used by the trainee teachers of UiTM; and whether these approaches could enhance their academic performance, and found that there was a positive but low relationship between deep and strategic approaches to learning on academic performance.
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".
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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.