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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Critical components of online learning readiness and their relationships with learner achievement
Harun Cigdem,Mustafa Öztürk +1 more
TL;DR: In this article, the authors examined the relationship between certain factors of online learning readiness and learners' end-of-course achievements and found that students' motivation for online learning was higher than both their computer/Internet self-efficacy and their orientations to self-directed learning.
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(Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students
Luke K. Fryer,Luke K. Fryer +1 more
TL;DR: In this paper, a longitudinal person-centred approach was employed to understand the latent subgroups within a first-year student population at one Japanese university, and Latent profile transition analysis (LPTA) identified three latent groups at time 1 and at time 2.
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An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students
TL;DR: The study findings support the use of MITA for clinical skills teaching and advance the understanding of how MI teaching approaches may be used in nursing education.
REFORM! TUNING the Modernisation Process of Higher Education in Europe.: A blueprint for student-centred learning
TL;DR: In this article, the authors take stock of these three closely related initiatives and conclude that the Bologna Process has contributed considerably to the development of a single European Higher Education Area, but it cannot perceived as a tremendous success.
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Effects of approach to learning and self-perceived overall competence on academic performance of university students
TL;DR: In this paper, the authors integrated self-perceived overall competence and approaches to learning in predicting academic motivation and performance of university students, and found that deep and surface approaches directly and indirectly influenced grade point average (GPA), whereas the effect of self- perceived overall competence on GPA was fully mediated by academic motivation.
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.