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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Building bridges to student learning: Perceptions of the learning environment, engagement, and learning outcomes among Chinese undergraduates
TL;DR: This paper examined the relationship among students' perceptions of the learning environment, prior academic achievement, engagement, and learning outcomes with a sample of 2,616 seniors from a full-time research-oriented university in Mainland China.
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Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students
TL;DR: In this paper, the authors explored the relationship between critical thinking, approaches to learning and self-efficacy beliefs among Finnish first-year students in educational sciences and found that most of the new students applied the deep approach to learning.
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Investigating the relationship among extracurricular activities, learning approach and academic outcomes: A case study:
TL;DR: Learning effectiveness requires an understanding of the relationship among extracurricular activities, learning approach and academic performance and, it is argued, this helps educators develop teachers' skills as mentioned in this paper.
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Students’ approaches to learning in problem-based learning: Taking into account professional behavior in the tutorial groups, self-study time, and different assessment aspects
TL;DR: In this article, the authors investigate the relationship between students' approaches to learning and academic achievement in a problem-based learning environment, taking into account the role of self-study time and students' professional behavior in the PBL tutorial groups.
Global Research Community: Collaboration and Developments
TL;DR: In this paper, a model of assessment of transversal competences for project-based learning (PBL) is presented, which aims to align methods of assessment with required project competences.
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".
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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.