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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Multimedia learning principles in different learning environments: a systematic review
Burç Çeken,Nazim Taskin +1 more
TL;DR: In this paper , a systematic review of multimedia learning principles in different learning environments, including traditional, virtual reality and augmented reality, is presented, where 136 journal articles were identified based on PRISMA guidelines and reviewed regarding multimedia learning principle, learning environment, measurements, subject matters, learning outcomes, research methodologies, education programs, education fields, and years of publication.
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It is not only about the depth of processing: What if eye am not interested in the text?
TL;DR: This paper used eye tracking to monitor the reading and learning behavior of 31 students in higher education and used self-report questionnaires to map students' general disposition towards deep and surface processing and their topic interest.
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Self-regulated learning and the role of ePortfolios in business studies
TL;DR: The evidence suggests that ePortfolios could be used to support technical and complex modules in a controlled environment and were found to be flexible enough to give students creative space by helping them to integrate their own ideas and views through their learning process.
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How Autonomy Support Mediates the Relationship between Self-Efficacy and Approaches to Learning.
TL;DR: In this paper, the significant interplay between selfefficacy, autonomy support and approaches to learning in adolescent students is recognized, however, less is known about whether substantial difference can be found between different approaches.
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Patterns of Change in Approaches to Learning and Their Impact on Academic Performance Among Medical Students: Longitudinal Analysis.
Giovanni Piumatti,Giovanni Piumatti,Giovanni Piumatti,Milena Abbiati,Margaret W. Gerbase,Anne Baroffio +5 more
TL;DR: Although students tended to use DA rather than SA when entering medical school, their preferences for DA tended to decline throughout medical training while increasing for SA, which predicted later academic performance.
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.