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 and learning innovations for postgraduate education in nursing
TL;DR: The three core elements of the model of community of inquiry and collaborative learning promoted by Garrison and others have been integrated through online teaching and learning access and face-to-face contact for one day in two trimesters of the academic year.
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Study Approaches in Higher Education Mathematics : Investigating the Statistical Behaviour of an Instrument Translated into Norwegian
TL;DR: The revised two-factor study process questionnaire (R-SPQ-2F) has been widely considered valid and reliable in many contexts for measuring students' learning approaches as mentioned in this paper.
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The Flipped Classroom: Does Viewing the Recordings Matter?.
TL;DR: Even if in-class activity is very important for the flipped classroom to work, the recordings do have additional value, which is reflected by higher final course grades for students who view them, and there is a positive correlation between viewing the recorded material and the final grade of students in the course.
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Associations between motivational factors for studying medicine, learning approaches and empathy among medical school candidates.
TL;DR: Learning approaches could be a pathway by which internal and external motives for studying medicine are related to empathy among medical school candidates, according to this study.
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A comparison of medical students' learning approaches between the first and fourth years
TL;DR: The deep approach to learning is a complex process and did not change in students after 3 years of medical school, even though a case-based curriculum was believed to foster deeper learning.
References
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Journal ArticleDOI
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.