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.
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Higher Education Students' Attitudes to Student-centred Learning: Beyond 'educational bulimia'?
TL;DR: The authors investigated higher education students' perceptions of and attitudes to student-centred learning and found that students generally held very positive views of student-centered learning, however, they were unsure as to whether current resources were adequate to support the effective implementation and maintenance of such an approach.
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The Conceptual Bases of Study Strategy Inventories.
Noel Entwistle,Velda McCune +1 more
TL;DR: In this article, the authors describe the historical origins and development of a series of well-known study strategy inventories and seek to identify their conceptual bases, focusing mainly on motivation, study methods, and learning processes.
BookDOI
Perspectives on thinking, learning, and cognitive styles
TL;DR: In this article, R.J. Sternberg, E.L. Boyatzis, C.A. Mainemelis, and D.S. Walker, Conceptions, Styles, and Approaches within Higher Education: Analytical Abstractions in Everyday Experience.
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The development, validation and application of the Course Experience Questionnaire
TL;DR: The Course Experience Questionnaire (CEQ) as mentioned in this paper is a development of work originally carried out at Lancaster University in the 1980s and is used as a measure of perceived teaching quality in degree programs in national annual surveys of all graduates in the Australian higher education system.
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The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge
TL;DR: In this paper, a review of prior knowledge research and its role in student performance is presented, and the authors examine the effects of the prior knowledge in relation to the method of assessment.