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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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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Classroom Reflection on Music Teaching — Take Robin Hood Primary School in the UK as an Example
TL;DR: The Robin Hood primary school group internship program as mentioned in this paper requires each student to master the skills of musical instruments and the sense of rhythm when playing them, and students should pay attention to details and cooperate with the teaching of the intern teacher to enjoy and learn music with their natural sense of music.
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Analysis of student needs for the unimed biology education study program in the implementation of animal development lectures
TL;DR: In this paper , a qualitative descriptive study of student needs for the implementation of Animal Development courses is presented, which is a stage of needs analysis and information gathering on the Borg & Gall development model.
Association Between Level of Knowledge Gained, Confidence, Motivation and Flexibility on Types of Learning for Bedside Teaching Among Clinical Students in Four Malaysian Medical Schools During COVID-19 Pandemic
Kamilia Zainal Maaruf,Wei Kiat Ngio,Koustubak Balakrishnan,Nurul Hayati Mohamad Zainal,Norsuhana Omar,Ku Mastura Ku Mohd Noor,Hanan H. Wahid,Nurul Huda Mohd Nor +7 more
TL;DR: In this paper , a cross-sectional study involving medical students from four Malaysian medical schools was conducted from 1st March 2021 until 6th June 2021 to determine the association between level of knowledge gained, confidence, motivation and flexibility on types of learning for bedside teaching sessions among clinical students in four Malaysia medical schools during COVID-19 pandemic.
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Using Stochastic Actor-Oriented Models to Explain Collaboration Intentionality as a Prerequisite for Peer Feedback and Learning in Networks
TL;DR: In this article , a stochastic actor-oriented model (SAOM) was used to analyze peer feedback networks (in terms of academic help and advice-seeking) and CI as an individual characteristic using an advanced statistical tool.
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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".
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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.