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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Technology Acceptance of Healthcare E-Learning Modules: A Study of Korean and Malaysian Students' Perceptions
TL;DR: In this paper, a study was conducted to investigate Korean and Malaysian students' perceptions of an e-learning web module about health rooms in Korea, and the results showed positive technology acceptance of the elearning health room web module and provide positive encouragement for educators to develop interactive healthcare modules for elearning.
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Teaching context contributing to nursing students' adoption of a deep approach to learning.
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Engaging students in a community of learning: Renegotiating the learning environment
TL;DR: Investigation of the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university suggests that students have the capacity to lead and engage in a community of learning.
Journal Article
Self-determination, loneliness, fear of missing out, and academic performance
TL;DR: In this article, the authors examined how loneliness, FOMO, and the basic needs Autonomy, Competence, and Relatedness, are related to academic performance, and found a positive influence of FOVO and a negative influence of autonomy on academic performance.
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Student’s Perceptions Regarding Assessment Changes in a Fluid Mechanics Course
Teresa Sena-Esteves,Cristina Morais,Anabela Guedes,Isabel M. Brás Pereira,Margarida Ribeiro,Filomena Soares,Celina Pinto Leão +6 more
TL;DR: In this article, the authors evaluate students' perceptions regarding different methods of assessment and which teaching/learning methodologies may be the most effective in a Fluid Transport System course and analyze the impact of the changes in the assessment methodology in the final students' grades and attendance at theoretical classes.
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.
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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".
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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.