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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Sustainable Construction in the 21st Century: An Educational Perspective to Shifting the Paradigm
TL;DR: In this paper, a validated measurement tool designed to measure attitudes towards sustainable development in a construction context was used to investigate associations between attitudes and psychological constructs, which resulted in the development of an intervention with students at LJMU based on principles of student-centred learning.
Journal ArticleDOI
A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency.
TL;DR: In this paper, the authors empirically validate hypothesized predictive relationships of protection and risk factors for experiencing academic stress, and support the need for psychology units at university that have a preventive, health and education focus, going beyond the merely clinical.
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Determining the english preparatory school students' readiness for online learning
Zöhre Serttaş,Aslı Kasabali +1 more
TL;DR: In this paper, the authors evaluated students' readiness for online learning at the Near East University English Preparatory School and provided suggestions on how they can be further supported to strengthen their online learning.
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Cómo aprenden los alumnos en su primer año de universidad al inicio y al final del curso
TL;DR: Garcia et al. as mentioned in this paper conducted a longitudinal study on 188 first year students at the Faculty of Humanities and Education of Mondragon Unibertsitatea to understand the learning approaches used by university students when they were completing their first year of study and at the end of it.
DissertationDOI
A phenomenological study of the experience of transition into the sixth form in a rural upper school
TL;DR: In this paper, the authors present a review of existing research on transition and transfer in the literature, focusing on the issues associated with transfer and transfer, as well as the potential implications for the research.
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".
Journal ArticleDOI
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.