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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Students’ self-worth protection and approaches to learning in higher education: predictors and consequences
TL;DR: In this article, a study was conducted to test a process model of students' learning in higher education, linking anxiety, course experience (positive and negative), self-worth protection (SWP), defensive expectations, reflectivity, student approach to learning (SAL) (deep/surface), and achievement.
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Likes attract: Students self-sort in a classroom by gender, demography, and academic characteristics
TL;DR: Although a growing literature has documented the effectiveness of informal group work during class sessions, virtually no data exist on which students are collaborating As a result, instructors often assume that students are not collaborating.
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Problem Based Learning in physiotherapy education: a practice perspective
TL;DR: Evidence of variable application of skills associated with PBL in clinical practice in student physiotherapists from the perspective of their placement supervisors is provided.
Motivational developments in primary school: Group-specific differences in varying learning contexts
TL;DR: In this article, the authors investigated factors of the learning context associated with developments in motivation and achievement, taking into account students' socio-economic and ethnic background, and gender, and investigated how classroom composition and innovative learning are related to developments in student's motivation for school.
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Gamification and deep learning approaches in higher education
Lidia Aguiar-Castillo,Alberto Clavijo-Rodriguez,Lidia Hernández-López,Petra De Saá-Pérez,Rafael Perez-Jimenez +4 more
TL;DR: In this article, a study showed that students' satisfaction will be influenced directly by application features, and it will influence pro-deep learning approaches, since the more satisfied the students are, the more their deep learning strategies will be promoted.
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.