Showing papers on "Active learning published in 1985"
Book•
01 Jan 1985
TL;DR: This eBook will highlight theories of reflection and strategies to help you select and the central role that experience plays in the learning process (Kolb, 1984).
Abstract: This eBook will highlight theories of reflection and strategies to help you select and the central role that experience plays in the learning process (Kolb, 1984). In this Free eBook on "How To Become an Instructional Designer" 24 help you reach your dream Instructional Design career on a single condition: that you Is eLearning software more important than Instructional Design theories and models? Free eBook: Making Learning Memorable with Graphics and Visual Design. JONES & BARTLETT LEARNING, LLC TERMS AND CONDITIONS INCLUDING, BUT NOT LIMITED TO, JB LEARNING EBOOKS, COURSE CONTENT, AND.
1,534 citations
TL;DR: This paper conducted a study with high school ESL students and found that students used a variety of learning strategies but typically used more familiar strategies and applied them to discrete-point rather than integrative tasks.
Abstract: Recent research on cognition has indicated the importance of learning strategies in gaining command over second language skills. Despite these recent advancements, important research questions related to learning strategies remain to be answered. These questions concern 1) the range and frequency of learning strategy uses by students learning English as a second language (ESL) and 2) the effects of training in learning strategies on English language skills. This study, which was conducted with high school ESL students, was carried out in two phases corresponding to the two research questions. In Phase I, ESL students and their teachers were interviewed to identify strategies associated with a range of tasks typically found in ESL classrooms and in other settings. Results indicated that students used a variety of learning strategies but typically used more familiar strategies and applied them to discrete-point rather than integrative tasks. In Phase II, ESL students were randomly assigned to receive learning strategies training on vocabulary, listening, and speaking tasks. Results varied depending on the task but generally indicated that strategy training can be effective for integrative language tasks. Results are discussed in terms of implications for teaching and future research.
721 citations
TL;DR: The Generative Learning Model and its Implications for Science Education as mentioned in this paper is a generative learning model and its implications for science education is discussed in detail in Section 2.1.
Abstract: (1985). The Generative Learning Model and its Implications for Science Education. Studies in Science Education: Vol. 12, No. 1, pp. 59-87.
377 citations
Posted Content•
291 citations
Book•
01 Jan 1985
TL;DR: The authors of as discussed by the authors argue that pre-and in-service teachers need to understand the problematic nature of learning theory and continually question and develop their own "perspectives on learning".
Abstract: Rather than simply outlining the classical and modern theories of learning, the authors of this aim to work bring the material to life through case studies that engage students in debate about what really happens in classrooms This expanded and revised edition allows students to test the strengths and weaknesses of various learning theories, helping them to formulate their own philosophies of teaching Among the concepts that this edition explains are: the Platonic theory of learning - the logic of innate ideas and concepts; the competing empiricist, "blank slate", theory developed by John Locke; the basic features of behaviourism and operant conditioning; the "insight" learning theory of the Gestalters; John Dewey's theory that learning is an experientially active affair; a new chapter on the importance of social interaction and the work of Vygotsky; Piaget's biological model of the development of cognitive structures; and the emerging "cognitive science" approach, comparing the human mind with the computer and artificial intelligence The power of this text lies in its insistence that pre- and in-service teachers need to understand the problematic nature of learning theory and continually question and develop their own "perspectives on learning"
245 citations
TL;DR: A set of instructional materials was constructed for a commercial word processor, specifically designed to support and encourage an active learning orientation, which are modular, task oriented, procedurally incomplete, and address error recognition and recovery.
Abstract: Studies of people learning to use contemporary word-processing equipment suggest that effective learning is often "active," proceeding by self-initiated problem solving The instructional manuals that accompany current word-processing systems often penalize and impede active learning A set of instructional materials was constructed for a commercial word processor, specifically designed to support and encourage an active learning orientation These "guided exploration" (GE) materials are modular, task oriented, procedurally incomplete, and address error recognition and recovery Learners using the GE materials spent substantially less time yet still performed better on a transfer of learning posttest than learners using commercially developed self-study materials Qualitative analysis of aspects of the learning protocols of participants suggested that active learning mechanisms may underlie this advantage
149 citations
TL;DR: This article reviewed some salient findings of recent research into how higher education students learn and outlined five main areas for future development: the theory of study process; the conditions for deep approaches to learning; transition, progress, and persistence; studies of everyday learning; and action research into the content and context of learning.
Abstract: This article reviews some salient findings of recent research into how higher education students learn. The defining features of the research examined here are its emphasis on idipgraphic explanation and its concern with realistic learning activities. Examples of investigations into approaches to learning, outcome space, learning styles, orientations to learning, conceptions of learning, and the context of learning in higher education are provided. Against this background, five main areas for future development are outlined: the theory of study process; the conditions for deep approaches to learning; transition, progress, and persistence; studies of everyday learning; and action research into the content and context of learning. The paper concludes with a discussion of certain problems in relating the research findings to practice.
115 citations
TL;DR: In this article, the authors tried to sketch an outline of the learning phenomenon as seen from the learner's perspective by collecting the ideas of 42 university students with regard to learning, concepts related to learning and their study activities.
Abstract: In the study treated here we have tried to sketch an outline of the learning phenomenon as seen from the learner's perspective. By means of a number of open questions that were answered in writing - we collected the ideas of 42 university students with regard to learning, concepts related to learning and their study activities.
TL;DR: This paper explored teacher and school characteristics that affect how teachers organize opportunities for intergroup contact and academic learning in their classrooms and found that positive attitudes toward integration influence teachers' selection of grouping practices that promote student interaction, such as active learning and equal status programs.
Abstract: Data from 5284 fifth-grade students and 886 teachers in 94 elementary schools are used to examine two aspects of the prevalence and effects of resegregation in desegregated schools. First we explore teacher and school characteristics that affect how teachers organize opportunities for intergroup contact and academic learning in their classrooms. Results suggest that positive attitudes toward integration influence teachers' selection of grouping practices that promote student interaction, such as active learning and equal-status programs. Negative attitudes toward integration, or teachers' beliefs in separate education for blacks and whites, promote their use of less flexible, resegregative practices, such as tracking and within-class grouping. Next, with data from teachers and students, we investigate whether different classroom organizations influence black and white students' achievement and behavior. Multiple regression analyses show that, with other important student, teacher, and classroom structures controlled, less resegregative classroom structures are more advantageous for black students' achievement. There is higher black achievement in classrooms using equal-status programs, cooperative activities, or flexible tracking.
TL;DR: In this paper, the authors presented materials describing minerals of North America to six learning disabled students and assigned them to four different methods of study: direct instruction, mnemonic instruction, and a reduced-list condition where students were required to learn only half the number of minerals in the same amount of allotted time as in the other conditions.
Abstract: Fifty-six learning disabled students were presented materials describing minerals of North America. For each mineral, the students had to learn three associated attributes: the mineral's hardness level, its color, and its common use. The students were randomly assigned to four different methods of study. The two principal conditions were direct instruction, where students were taught eight minerals according to the basic principles of direct instruction (in particular, student participation with repeated drill and practice), and mnemonic instruction, where students were shown thematic illustrations that integrated each of the eight minerals and its attributes. Also included were a reduced-list direct-instruction condition, where students were required to learn only half the number of minerals (i.e., four minerals) in the same amount of allotted time as in the other conditions, and a free-study condition, where students were instructed to learn the eight minerals however they wished. The results supported ...
TL;DR: In this paper, the authors draw attention to the gap between the learning potentials afforded by computers and the actual learning from them by drawing attention to four basic attributes: information, symbol systems, user activities, and relations with user.
Abstract: The purpose of this paper is to draw attention to the gap between the learning potentials afforded by computers and the actual learning from them. A computer's unique potentials emanate from the kinds and varieties of four basic attributes that it offers: information, symbol systems, user activities, and relations with user. These attributes may affect four corresponding cognitions-knowledge structures, internal modes of representation, mental operations, and attitudes and perceptions respectively-by either activating, supplanting, or short-circuiting them. Such effects could be obtained through "low road" learning, which is practice-intensive, leading to near automatic responses, or through "high road" learning, which is thinking-intensive (i.e., nonautomatic operations are mindfully employed). The high road is seen as the more feasible and promising road to conceptual learning of the kind computers can facilitate. However, the extent to which high road learning actually occurs greatly depends on learner...
TL;DR: In this article, the lecturer used his authority to give his students responsibility for their own assessment, and students were expected to set their own goals, week-by-week, and prepare a self-assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision.
Abstract: An account of an experiment in self‐assessed learning where the lecturer used his authority to give his students responsibility for their own assessment. Students were expected to set their own goals, week‐by‐week, and prepare a self‐assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision. The difficulties encountered are clearly stated, but the final judgment is that only such methods can achieve deep processing in Higher Education. It is also argued that conventional methods of evaluation are inappropriate for this style of learning.
TL;DR: Instrumental enrichment (IE) as discussed by the authors is an intervention program for developing the prerequisites of thinking and learning, which is derived from Feuerstein's theory of structural cognitive modifiability.
Abstract: Instrumental Enrichment (IE), an intervention program for developing the prerequisites of thinking and learning, is derived from Feuerstein's theory of structural cognitive modifiability. A basic a...
TL;DR: In this article, it was shown that the learning of gifted students can dramatically increase when presented with externally provided learning strategies, however, the learning performance of these students can be worse than their age peers.
Abstract: Recent findings suggest that gifted learners spontaneously employ more elaborate and effective learning strategies than do their age peers. When presented with externally provided learning strategies, however, the learning of gifted students can dramatically increase. Of particular interest is the "keyword" mnemonic strategy which has recently been seen to provide substantial increases in learning for gifted learners. Implications for teaching and programming are presented.
TL;DR: Witkin's field-dependence-independence dimension has been the most widely researched of all the learning styles and its implications for teaching and learning situations are discussed in this article.
Abstract: A rich area of educational theory and research can be found in the literature on learning styles. Learning style theory provides information on how individuals process information and prefer to learn. Yet, few educators are familiar with this concept. Witkin's field-dependence-independence dimension has been the most widely researched of all the learning styles. Its implications for teaching and learning situations are discussed in this article.
TL;DR: In this article, the authors apply Kolb's experiential learning model to understand the on-the-job preparation of administrators, and describe how characteristics of the work, properties of the organization, and norms of the occupation make this form of learning often slow, unreliable, counter-productive, and biased.
Abstract: This paper discusses the obstacles to on-the-job learning for school administrators. Applying Kolb's (1984) experiential learning model to understanding the on-the-job preparation of administrators, it describes how characteristics of the work, properties of the organization, and norms of the occupation make this form of learning often slow, unreliable, counter-productive, and biased. The four stages of experiential learning (concrete experience, reflective analysis, abstract conceptualization, and active experimentation) are analyzed and applied to the learning of school principals with particular attention to the obstacles to effective learning at each stage. Finally, the paper suggests ways that those who prepare, train, and work alongside principals can improve the quality of learning-from-experience for novice as well as veteran administrators.
TL;DR: In this paper, Cognitive Learning Theory and Classroom Complexity is used to describe the relationship between cognitive learning and classroom complexity in the context of science and technology education, respectively.
Abstract: (1985). Cognitive Learning Theory and Classroom Complexity. Research in Science & Technological Education: Vol. 3, No. 2, pp. 159-174.
TL;DR: One of the major themes of management education is the development of theoretical models to aid the education and training of managers as discussed by the authors, which can help educators to decide which teaching methods are appropriate in various situations, to conceptualise learning processes and to understand processes of growth and development of the individual manager.
Abstract: One of the major themes of management education is the development of theoretical models to aid the education and training of managers. Such theoretical formulations help educators to decide which teaching methods are appropriate in various situations, to conceptualise learning processes and to understand processes of growth and development of the individual manager. One such model which has received attention is Kolb's (1971) model of experiential learning, the core of which is a simple description of learning as a cyclic process: reflections on aspects of experience are used to make sense of that experience which in turn provides the basis for choice of new experience.
TL;DR: A model of the teaching-learning process that can be used as a framework through which learning disabled students' mastery of basic academic skills can be maximized is presented.
Abstract: A model of the teaching-learning process that can be used as a framework through which learning disabled students' mastery of basic academic skills can be maximized is presented. The model takes into consideration both the psychological and social conditions of learning, and necessarily reflects the complexity of the classroom environment. The central tenet of the model is that learning is a direct result of students' activities and pursuits. At the same time, the teacher's activities are represented as a consequence of institutional factors, the teacher's own background and characteristics, and the pursuits and predilections of individual students. Procedures for directly and indirectly affecting pupil pursuits during learning are also examined.
Journal Article•
TL;DR: Experiences in the use of learning system courseware for new-hire training, and continuing education are described, raising issues which will affect the future of interactive learning through technology in social work education.
Abstract: Although the use of technology to improve education is not a new idea, until recently there have been few notable successes. During the past five years, a learning system was designed that incorporates several techniques, including the videodisc, computer, and monitor, to accomplish interactive individualized learning in several audio and visual modes. This paper describes experiences in the use of learning system courseware for new-hire training, and continuing education. The paper concludes by raising issues which will affect the future of interactive learning through technology in social work education.
TL;DR: The following case studies describe the idiosyncratic responses of two learning disabled students involved in an experimental number fact program for children with special learning needs, which facilitated mastery of addition facts.
Abstract: The following case studies describe the idiosyncratic responses of two learning disabled students involved in an experimental number fact program for children with special learning needs. Central to this progam was the development of strategies matched to individual learning needs in a non-traditional approach to the organization of addition facts. The major goal was to facilitate mastery of these facts. Analysis of results and videotape recordings indicated that the two students benefited from these strategies and showed major improvement in fact mastery.