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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Targeting efficient studying – first-semester psychology students’ experiences
Maria Öhrstedt,Max Scheja +1 more
TL;DR: In this paper, how students go about studying, including the learning activities that students engage in both during and between classes, is not easily understood, and previous research indicates that critical studen...
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Medical certificate education: controlled study between lectures and flipped classroom.
Nina Tusa,Erkko Sointu,Helena Kastarinen,Teemu Valtonen,Anna Kaasinen,Laura Hirsto,Markku Saarelainen,Kati Mäkitalo,Pekka Mäntyselkä +8 more
TL;DR: The FC approach resulted in a statistical significant improvement in the content and technical quality of the certificates in this study, suggesting that the FC approach can be applied in the teaching of medical certificate writing.
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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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Quectures: Personalised constructive learning in lectures:
Heather A McQueen,Craig McMillan +1 more
TL;DR: In this paper, a partially flipped lecture is used to take account of the individual learning position of each student during active learning exercises, but often fail to account of individual learning positions of students.
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Occupational therapy students in Norway: Do their approaches to studying vary by year in the program?
TL;DR: More efforts should be placed on assisting students to adopt a deep and/or strategic approach to studying and to reduce a surface approach.
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.