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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Understanding How Students Study: The Genealogy and Conceptual Basis of A Widely Used Pedagogical Research Tool, Biggs’ Study Process Questionnaire
TL;DR: The study process questionnaire (SPQ) has been applied in a wide range of pedagogical situations as mentioned in this paper. However, the question remains as to how well a researcher understands the conceptual basis behind the tool they choose.
Journal ArticleDOI
Обзор обзоров как инструмент выявления трендов в исследуемой области знания
Л. К. Раицкая,Е. В. Тихонова +1 more
TL;DR: In this article, the authors considered the methodology basics of reviews as a prospective type of scholarly publications, their taxonomy and most popular review types (narrative reviews, bibliometric reviews, systematic reviews, reviews of reviews, scoping reviews, meta-analysis), as well as specific features of procedures and algorithms for conducting reviews.
Critical and Reflective Thinking in an Intermediate Financial Accounting Course: An Action Research Study.
TL;DR: In this article, an instructional method that requires intermediate financial accounting students to consistently practice higher order thinking was developed and implemented, where short reflection papers (RPs) replaced periodic objective tests to encourage deep and meaningful learning.
Dissertation
Effects of cooperative and problem-based teaching methods on performance of business education students in corporate accounting in universities in south-west zone, nigeria
TL;DR: In this article, the effect of cooperative and problem-based teaching methods on performance of business education students in corporate accounting in universities in South-west Zone, Nigeria was investigated, and five specific objectives were raised.
The effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course
TL;DR: This paper investigated the effect of flipped classroom on urban high school students' motivation and academic achievement in a high school science course and reported the results of the statistical analyses, recommendations for future research were given.
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.