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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Student characteristics associated with dominant approaches to studying: Comparing a national and an international sample.
Mikkel Magnus Thørrisen,Mikkel Magnus Thørrisen,Gry Mørk,Lene Angel Åsli,Astrid Gramstad,Linda Stigen,Trine A Magne,Tove Carstensen,Susanne Grødem Johnson,Ted Brown,Hua Beng Lim,Kenneth N.K. Fong,Tore Bonsaksen +12 more
TL;DR: Associations between student characteristics and their dominant approaches to studying in two samples of occupational therapy students, a national sample of Norwegian first-year students, and an international sample of students in different year cohorts are explored.
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Aprendizaje Servicio y compromiso académico en Educación Superior
TL;DR: The UWES-S-9 metodologia as discussed by the authors was used to evaluate the efecto of ApS in the CA de los estudiantes universitarios.
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Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme:
TL;DR: In this paper, a study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate the facilitat...
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Performing support in higher education: negotiating conflicting agendas in academic language and learning advisory work
Laura Gurney,Vittoria Grossi +1 more
TL;DR: The authors explores neoliberal administrative priorities and the ways in which they shape and constrain academic language and learning (ALL) advisory practice in the Australian higher education system, and explores the role of ALL advisory practices.
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Students' perspectives of digital transformation of higher education in Bosnia and Herzegovina
Senad Bećirović,Mersad Dervić +1 more
TL;DR: In this paper , the authors investigated students' perspectives on the digital transformation of higher education in Bosnia and Herzegovina, including their preferences for hybrid, online, or face-to-face teaching models, their internet habits and readiness for e-learning, their attitudes and satisfaction with online learning, and their computer anxiety.
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.