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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Satisfaction with and suitability of the problem-based learning program at the Catholic University of Korea College of Medicine
Dong Mi Yoo,A Ra Cho,Sun Kim +2 more
TL;DR: Issues with modules and tutors were the most pressing, and detailed and appropriate modules should be developed on the basis of advice from professors with experience in PBL tutoring.
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Catering for Learner Diversity in Hong Kong Secondary Schools: Insights from the Relationships between Students' Learning Styles and Approaches.
TL;DR: In this paper, the authors address this issue through an investigation of the relationships between learners' diversity and learner diversity in Hong Kong's educational reforms in order to cater for learners diversity.
IFRS Accounting in progress : From a student perspective
Stefan Schiller,Simon Lundh +1 more
TL;DR: In this paper, students in the course International Accounting at the master level are encouraged to partake not just in class discussions but also in giving classes, and this partaking pedagoical orientation helps t...
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Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses
TL;DR: This paper conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors.
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Obsolete Ideologies for the Knowledge Based Creative Economy: Essential Next Steps for Innovative Classroom Practices
Patricia Altass,Sean Wiebe +1 more
TL;DR: There is an inherent mismatch between the prevailing individualistic narrative implicit within the 20th century education gospel of higher skills equals better jobs equals a better economy, and the realities of the emerging knowledge based creative economy where precarious, part-time labour persists and outsourcing of employment globally is compounded.
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.