Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness
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TLDR
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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Assessing the Potential Toward Open Educational Practices in Kyrgyzstan
Anita Walz,Jyldyz Bekbalaeva +1 more
TL;DR: In this article, a mixed-methods research design was employed to understand the propensity for increased engagement with open educational practices (OEP), to include methods prioritizing student-centered teaching & learning, and awareness, use, and development of open educational resources (OER) among higher education faculty in Kyrgyzstan.
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Student-Centered Learning at Sultan Qaboos University: EFL Students’ Perceptions
TL;DR: In this paper, the authors investigated EFL students' perceptions of practicing Student-Centered Learning in the teaching/learning process at Sultan Qaboos University (SQU) and found that different dimensions of SCL are used to significantly varying degrees.
Dissertation
Using Computer Visualisations to Educate and Communicate Volcanic Hazards to At-Risk Communities
TL;DR: In this article, access restricted permanently due to 3rd party copyright restrictions is permanently imposed by AS, Doctoral College, University of Sheffield, United Kingdom, UK, 12.09.2019.
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The Effects of the SPACE Learning Model on Learning Achievement and Innovation & Learning Skills in Higher Education
TL;DR: In this paper, the authors developed a flipped classroom design, and investigated the learning achievements and the innovation and learning skills of undergraduate students who had registered on a software engineering course which used the flipped classroom.
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
Journal ArticleDOI
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.