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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The relation between cognitive and metacognitive processing: Building bridges between the SRL, MDL, and SAL domains
TL;DR: Deep processing and self-regulation/monitoring showed a strong correlation, regardless of the theoretical framework or data collection method chosen, although the strength of the correlation between surface processing and metacognitive processing differed, however, between the studies.
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Conocimiento y habilidades metacognitivas en estudiantes con un enfoque profundo de aprendizaje. Evidencias en la resolución de problemas matemáticos
TL;DR: In this paper, a study focused on analyzing the differences in metacognitive knowledge and skills in a sample of 524 fifth and sixth grade students divided into three groups based on their different levels of use of a deep approach (241= low, 152= medium, and 131= high).
The role of motivation and academic emotions in university studies : The short- and long-term effects on situational experiences and academic achievement
TL;DR: In this paper, the authors examined how different motivational and emotional aspects of studying contribute to university students' academic engagement and achievement and how they are related to students' daily situational experiences during the first years at university.
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Approaches to studying: Associations with learning conceptions and preferences for teaching
TL;DR: In this paper, the authors studied occupational therapy students' approaches to studying and found that they were associated with academic performance, however, they did not find any correlation between these approaches and academic performance.
Fostering reflective practice with mobile technologies
TL;DR: Fostering reflective practice with mobile technologies withARTEL/EC-TEL 2012 held at the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning, Saarbrucken, Germany.
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.
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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".
Journal ArticleDOI
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.