scholarly journals Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness

2010 ◽  
Vol 5 (3) ◽  
pp. 243-260 ◽  
Author(s):  
Marlies Baeten ◽  
Eva Kyndt ◽  
Katrien Struyven ◽  
Filip Dochy
Keyword(s):  
Learning Environments ◽  
Approaches To Learning ◽  
Student Centred Learning ◽  
Learning Factors ◽  
Deep Approaches To Learning

Interface Design

2011 ◽  
pp. 157-172
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Technological

2011 ◽  
pp. 71-85
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Educational Technology Standards

2011 ◽  
pp. 413-425
Author(s):  
Michael O’Dea
Keyword(s):  
Learning Environments ◽  
Adaptive Learning ◽  
Educational Program ◽  
Approaches To Learning ◽  
Technology Standards ◽  
Learning Models ◽  
Student Records ◽  
Teaching Institution ◽  
E Learning ◽  
Pedagogical Approaches

The “holy grail” of e-learning is to enable individualized, flexible, adaptive learning environments that support different learning models or pedagogical approaches to learning to allow any Internet-connected user to undertake an educational program. It is also very highly desirable, from a more practical viewpoint, if this environment can also integrate into the wider MIS/student records system of the teaching institution.

Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development

2014 ◽  
Vol 85 (3) ◽  
pp. 402-432 ◽  
Author(s):  
Thomas F. Nelson Laird ◽  
Tricia A. Seifert ◽  
Ernest T. Pascarella ◽  
Matthew J. Mayhew ◽  
Charles F. Blaich
Keyword(s):  
Cognitive Development ◽  
Approaches To Learning ◽  
Three Dimensions ◽  
First Year ◽  
First Year Students ◽  
Deep Approaches To Learning

scholarly journals Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context

2017 ◽  
Vol 7 (2) ◽  
pp. 183 ◽  
Author(s):  
Made Hery Santosa
Keyword(s):  
Foreign Language ◽  
Approaches To Learning ◽  
Intentional Content ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Learning Context ◽  
English As Foreign Language ◽  
Professional Educators ◽  
Distance Relationship ◽  
Deep Approaches To Learning

<p>The 21<sup>st</sup>-century learning has eventually transformed today’s classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. This study aimed at helping students in becoming English as Foreign Language (EFL) competent in-service teachers. Using Flipped Learning, the study utilizes four FLIP pillars into EFL learning, namely Flexible environment, Learning culture, Intentional content, Professional educators. The study employed three instruments, namely survey, tests, and interview. The result of tests showed a promising students’ progress from low to high achievement. The survey showed that students tended to perform deep approaches to learning while findings from the interview provided more interesting phenomena underlying students’ motives in their learning approaches, involving dynamic power distance relationship between lecturer and students. Heavier task loads and learning model familiarity have been highlighted. Effective socialization of the model using technology and sustainability of use of the model are suggested.</p>

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