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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Associations between students' approaches to learning and learning analytics visualizations
TL;DR: A significant interaction effect between learning analytics visualizations and students’ approach to learning on the quality of messages posted by students is discovered.
Journal ArticleDOI
Stimulating language awareness in the foreign language classroom: exploring EFL teaching practices
E.W.R. van den Broek,Helma Oolbekkink-Marchand,A.M.C. van Kemenade,Paulien C. Meijer,Sharon Unsworth +4 more
TL;DR: The authors reported on EFL teachers' self-reported teaching practices aimed at stimulating students' language awareness, and investigated whether, and to what extent, awareness-raising practices are effective.
Dissertation
Dancing social interdependence: An exploration of peer relationships in secondary school dance classes in New Zealand
TL;DR: In this article, the authors present a survey of the state of the art in bioinformatics and computer vision research in the field of artificial intelligence, and propose a framework.
Journal ArticleDOI
Students' Adoption of Course-Specific Approaches to Learning in Two Parallel Courses.
Maria Öhrstedt,Petra Lindfors +1 more
TL;DR: The authors investigated second-semester psychology students' levels of deep, surface and strategic approaches in two courses running in parallel within a real-life university setting and found significant differences in course-specific adoption regardless of approach.
How may multimedia and hypertext documents support deep processing for learning? Comment les documents multimédias et hypertextes peuvent contribuer à des traitements profonds pour l'apprentissage ?
TL;DR: This paper examined three sets of research about learning with (a) multiple representations, (b) animations and (c) hypertexts and confirmed that these digital documents could support deep processing by requiring relational processing, but only under some circumstances.
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.