Showing papers on "Experiential learning published in 1987"

Education and learning to think.

Abstract: The economic and social challenges confronting the nation today demand that all citizens acquire and learn to use complex reasoning and thinking skills. Education and Learning to Think confronts the issues facing our schools as they take on this mission. This volume reviews previous research, highlights successful learning strategies, and makes specific recommendations about problems and directions requiring further study. Among the topics covered are the nature of thinking and learning, the possibilities of teaching general reasoning, the attempts to improve intelligence, thinking skills in academic disciplines, methods of cultivating the disposition toward higher order thinking and learning, and the integral role motivation plays in these activities.

Adult learning in the social context

Abstract: 1 The Social Context of Adult Learning. 2 Adult Learning Processes. 3 The Social Construction of the Person. 4 Experiencing the Social Situation 5 Reflecting Upon Experiences. 6 Other Factors in the Learning Processes. 7 Non-learning Responses to a Potential Learning Situation 8 Non-reflective Learning Responses to a Potential Learning Situation 9 Reflective Learning Responses to a Potential Learning Situation 10 Implications for Educators of Adults. Bibliography. Index.

Learning Styles: Implications for Improving Educational Practices

Abstract: Reviews four approaches to examining the learning styles of college students: personality, information processing, social interaction, and instructional methods. Includes techniques for applying your knowledge on learning styles.

Adaptive Coordination of a Learning Team

Abstract: Contemporary research on organizations has cast doubt on the extent to which organizations can be expected to adapt to their environments through rational, anticipatory action. Incremental experiential learning has been suggested as an alternative form of organizational intelligence, less demanding cognitively yet capable of considerable power. This paper examines such learning in the context of a model of a team involving two learning members, each of whom modifies beliefs about the other on the basis of experience, and an adaptive coordinator who adjusts a coordination control variable. It is shown that although learning is a powerful mechanism for improving organizational performance, it can often be confounded by the effects of attributional biases on the part of members, by the interactions of simultaneous learning by the members and the coordinator, and by errors in perceiving or interpreting experience. These complications lead to consideration of possible heuristics to overcome such learning liabilities. It is suggested that the effectiveness of incremental learning can often be improved by slowing the rate of learning and adaptation, by reducing the simultaneity of behavioral changes, and by scaling the size of the changes.

The Kolb Model Modified for Classroom Activities

Abstract: (1987). The Kolb Model Modified for Classroom Activities. College Teaching: Vol. 35, No. 4, pp. 141-146.

Improving teaching and learning in higher education: The case for a relational perspective

Abstract: The article argues for a particular view of teaching and learning in higher education. A relational perspective links the improvement of the professional practice of teaching with research into student learning. It offers an alternative to paradigms which reduce the complex relations between students, subject content, and teaching to characteristics of instruction and of students, and whose findings and prescriptions often appear distant from everyday teaching problems. Learning in institutional settings is bound up with content and context; isolating general mechanisms that ‘good learners˚s use to learn any subject matter may be less than helpful. A relational perspective conceptualises the teaching and learning process holistically. It involves inquiry into and reflection on how students learn specific subject matter in particular contexts. The results are used to amend teaching and assessment. The perspective has far-reaching implications for staff development and the quality of teaching in hi...

Educational Psychology: A Developmental Approach

Abstract: Introduction and History Part 1: Child and Adolescent Growth Fundamentals of Growth and Development Physical Growth and Development Early Experience Cognitive Growth Personal Growth Value Development Part II: Learning Theory: Learning Backgrounds Learning Theory Today Learning in the Classroom 1: The Behavioral View Learning in the Classroom 2: The Cognitive View Part III: Learning Effectiveness Methods and Models of Teaching Teaching Objectives Teaching the Personal

Strategies and Models for Teachers: Teaching Content and Thinking Skills

Abstract: Chapter 1: Models of Teaching and Developing as a Teacher Teachers make a difference The need for instructional alternatives Learning and teaching in today's world Decision making and reflective practice Chapter 2: Learning, Motivation, and Models of Teaching The importance of classroom climate Cognitive learning theory Learner motivation Chapter 3: Essential Teaching Strategies and the Teaching of Thinking Planning for instruction: An essential teaching strategy Learning activities: Implementing essential teaching strategies Essential teaching strategies and the teaching of thinking Chapter 4: Student-Student Interaction Strategies: Groupwork, Cooperative Learning, and Discussions Features of effective groupwork and cooperative learning Groupwork strategies Cooperative learning strategies Discussion strategies Cooperative learning and discussions in different learning environments Chapter 5: The Guided Discovery Model Content taught with the Guided Discovery Model Planning lessons with the Guided Discovery Model Implementing lessons using the Guided Discovery Model Adapting the Guided Discovery model in different learning environments Assessing student learning Chapter 6: The Concept Attainment Model Learning objectives for the Concept Attainment Model Planning lessons with the Concept Attainment Model Implementing lessons using the Concept Attainment Model Adapting the Concept Attainment Model in different learning environments Assessing student learning in Concept Attainment activities Chapter 7: The Integrative Model Learning goals for the Integrative Model Planning lessons with the Integrative Model Implementing lessons using the Integrative Model Adapting the Integrative Model in different learning environments Assessing student learning when the Integrative Model is used Chapter 8: Problem-based Learning Planning Problem-based Learning lessons Implementing Problem-based Learning lessons Inquiry Adapting problem-based instruction in different learning environments Assessing learning in problem-based activities Chapter 9: The Direct Instruction Model Planning lessons with the Direct Instruction Model Implementing lessons using the Direct Instruction Model Adapting the Direct Instruction Model in Different Learning Environments Assessing student understanding when using the Direct Instruction Model Chapter 10: The Lecture-Discussion Model Lectures and lecture-discussions Planning lessons using the Lecture-Discussion Model Implementing Lecture-Discussion Model Adapting the Lecture-Discussion Model in different learning contexts Assessing learning when using the Lecture-Discussion Model Glossary References Index

The Nature of Learning

Abstract: Somewhere in the shadowy borders of my mind is the picture of Carl Rogers telling a group of graduate students: &dquo;strive to be a rifle, not an ammunition dump.&dquo; We, in academia, find it easy to load our students with ammunition. After all, isn’t collecting ammunition what we have become expert at? We even test students to see if they have a sufficient load before they leave our classrooms. And in some programs we double-check to see if they have retained enough ammunition to be sent forth from the campus into the &dquo;real world.&dquo;

Student Learning: Research in Education and Cognitive Psychology

Abstract: Categories of student learning thinking and problem solving learning as construing improving student learning on knowing ourselves as learners and researchers. Indexes: author subject.

Cooperative Learning: Where Behavioral and Humanistic Approaches to Classroom Motivation Meet

Abstract: This article discusses behavioral and humanistic perspectives on cooperative learning. In the behavioral view, cooperative learning is a form of group contingencies, because it rewards students on the basis of the performance of their group. The humanistic view emphasizes understandings arising from peer interactions. However, group contingencies have more often been applied to behavior than to learning, and research on peer interaction per se finds few achievement benefits. Rather, it is the combination of group rewards (based on group members' individual learning) and peer interaction on learning tasks that is necessary to produce the learning gains characteristic of effective cooperative learning methods. Of 35 studies of cooperative learning methods that used group rewards based on the sum of group members' individual learning, 30 found significantly greater achievement for cooperative than for control classes, and 5 found no differences. In contrast, of 20 studies of cooperative learning methods lack...

Self-Directed Adult Learning: A Critical Paradigm Revisited:

Abstract: The phenomenon of self-directed learning has received considerable research attention from adult educators. This review of the literature seeks to analyze and categorize both data-based and concept...

Experiential learning: Experience as the source of learning and development, David A. Kolb, Prentice-Hall International, Hemel Hempstead, Herts., 1984. No. of pages: xiii + 256

Abstract: @book{kolb84, AUTHOR = {D.A. Kolb}, TITLE = {Experiential learning: experience as the source of learning and development}, YEAR = {1984}, ADDRESS = {Englewood Cliffs, NJ}, PUBLISHER = {Prentice Hall}, URL = {http://www.learningfromexperience.com/images/uploads/process-of-experiential-learning.pdf ! (date of download: 31.05.2006)},

Computers and the emancipation of students - giving control to the learner

Abstract: The paper considers two basic models of the teaching-learning process, described as the “didactic” and the “communication” model. These are applied to Computer Assisted Learning (CAL) in order to demonstrate that CAL has generally embodied a didactic model of teaching and learning. This imposes an unnecessary restriction on the student's freedom to choose their (Note 1) learning style, and the paper discusses how it is possible for CAL to support a less didactic model and to give more control to the student.

The Art of Collaborative Learning

Abstract: (1987). The Art of Collaborative Learning. Change: The Magazine of Higher Learning: Vol. 19, No. 2, pp. 42-47.

Task as a heuristic for understanding student learning and motivation

Abstract: (1987). Task as a heuristic for understanding student learning and motivation. Journal of Curriculum Studies: Vol. 19, No. 2, pp. 135-148.

Perspectives On Self-Directed Learning:

Abstract: Self-directed learning in adults is considered predominantly a process of self-instruction. This conception is inadequate because it fails to account for persistence in learning and excludes adults who are unable to plan self-instruction. These inadequacies, however, can be addressed by studying self-directed learning as it relates to the learner's personality. Linking self-directed learning and personality has several advantages: Self-directed learning could be studied independent of the mode of learning an individual selects, a relatively stable indicator of self-directed learning-personality-would be available for study, and the personality characteristics leading an individual to initiate and persist in learning would provide a more unified and comprehensive focus for the study of self-directed learning.