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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Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning.
TL;DR: The flipped classroom modality may be an innovative solution as discussed by the authors, however, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance.
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First-year students’ approaches to learning, and factors related to change or stability in their deep approach during a pharmacy course
TL;DR: In this paper, the authors explored the variation in students' approaches to learning and aims to analyse factors that are particularly related to the deep approach, finding that a surface approach to learning is more common among students in the natural sciences, while students representing the ‘soft’ sciences are more likely to apply a deep approach.
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Explaining university students' strong commitment to understand through individual and contextual elements
TL;DR: Lindblom-Ylanne, Parpala & Postareff as discussed by the authors analyzed interviews of 34 students who scored extremely highly on the deep approach scale in a pre-test in their previous quantitative study and thus are likely to have a strong commitment to understand, and a "disposition to understand for oneself" which is a recently introduced, yet unexplored phenomenon.
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Associations Between Self-Esteem, General Self-Efficacy, and Approaches to Studying in Occupational Therapy Students: A Cross-Sectional Study
TL;DR: In this article, the authors explore associations between self-esteem, general selfefficacy, and deep, strategic, and surface approaches to studying, and find that deep and strategic approaches are more effective than surface approaches.
Scripted collaborative enriched skeleton concept mapping to foster meaningful learning
TL;DR: The final author version and the galley proof are versions of the publication after peer review and the final published version features the final layout of the paper including the volume, issue and page numbers.
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.