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 views on the use of a flipped classroom approach: Evidence from Australia
TL;DR: In this paper, a report on an introduction of a flipped classroom approach to lectures in a final-year actuarial course is presented, where students were surveyed both at the start and end of the semester to obtain their views on lectures in general and the flipped classroom structure.
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Deep and surface learning in problem-based learning: a review of the literature
TL;DR: It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence.
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The impact of cooperative learning on student engagement: Results from an intervention:
TL;DR: In this paper, the authors report the results of a quasi-experimental real-life intervention with cooperative learning in an undergraduate course, where in-class participation and student approaches to learning were measured before and after the intervention to assess the impact on students' engagement levels.
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Tracking e-learning through published papers: a systematic review
TL;DR: This systematic review uses a full protocol with the aim of standardizing and specifying all the procedures adopted to collect and code 99 academic articles from 2010 to 2018 with keywords: education and e- learning to propose a new definition of e-learning.
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Research based teacher education
Elaine Munthe,Magne Rogne +1 more
TL;DR: In this article, the authors investigated how ITE programs address research for students in one country, Norway, and found that teacher-led more than student engagement was a predictor of student engagement.
References
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Changing students' approaches to learning: a two‐year study within a university teacher training course
TL;DR: The authors found that little alterations in the learning-assessment environment do not modify students' approaches to learning, and that students did not change their approach towards a more deep approach, while multiple regression analysis on deep approach on the post test showed no effect for change in learning environment.
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On non‐verbatim learning: II. The erosion effect of a task‐induced learning algorithm
TL;DR: This article showed that focusing on the questions themselves resulted in erosion of content, reflected in weak performance on a retention test, and only mentioning (as opposed to commenting on) topics in recall.
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Approaches to learning and the acquisition of general knowledge
TL;DR: In this paper, a large-scale general knowledge test was conducted on four universities and four hundred and thirty students from four universities completed a learning styles questionnaire and a measure of the Big Five personality variables.
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Seven-step problem-based learning in an interaction design course
TL;DR: In this article, the authors implemented the highly structured seven-step problem-based learning procedure as part of the learning process in a human-computer interaction (HCI) design course at the Technical University of Denmark, taking into account the common learning processes in PBL and the interaction design process.
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Impact of a new integrated medicine program on students’ approaches to learning
TL;DR: In this paper, the authors present the results of a study on the impact of a new integrated medical educational design on students' approaches to learning, finding that a large proportion of students reacted as expected and changed to deeper approaches, a significant subgroup moved in the opposite direction and adopted more surface approaches.