The processes of student learning

Laurillard, Diana

doi:10.1007/bf01680527

Cited by 220 publications

(118 citation statements)

References 3 publications

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“…It is well known that the method of assessment will play a major role in determining whether the students' approach involves deep level learning or surface level learning (Marton, 1975;Pask, 1976;Laurilland, 1979;Ramsden and Entwistle, 1981;Gibbs, 1992;Glasner, 1999). In this case study the assessments, while challenging, did not count towards an important qualification.…”

Section: Thoughts On Case Studymentioning

confidence: 99%

Lessons in Effective Practical Chemistry at Tertiary Level: Case Studies from a Chemistry Outreach Program

Shallcross¹,

Harrison²,

Shaw³

et al. 2013

HES

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Two summer schools focused on practical chemistry, one involving secondary school students and one involving visually impaired adults (i.e., not involving undergraduates) have produced students that appeared to be on the way to achieving the basic criteria set out by Buckley and Kempa (1971) in terms of practical skills. These criteria being that laboratory work should aim to encourage students to gain  Manipulative skills  Observational skills  The ability to interpret experimental data  The ability to plan experiments.Extensive pre-laboratory work, blocking of laboratory time to ensure that a series of practicals could be worked through and continuity of the course, where ideas are built upon, were identified as key aspects that contributed to the students development during the summer school. Assessment is often seen as the driver for either surface level or deep level learning, here these summer schools did not have formal assessments but the emphasis was on assessing practical skills rather than assessing a long practical write-up. Follow-up interviews after 2-5 years of the school students showed that the chance to experience University, meet like-minded students and make friends is as strong a motivation as learning new practical skills.

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Section: Thoughts On Case Studymentioning

confidence: 99%

Lessons in Effective Practical Chemistry at Tertiary Level: Case Studies from a Chemistry Outreach Program

Shallcross¹,

Harrison²,

Shaw³

et al. 2013

HES

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show abstract

“…Includes indicators of deep learning and in-depth cognitive processing and collaborative knowledge building (Laurillard, 1979, Henri, 1992.…”

Section: Cognitionmentioning

confidence: 99%

Meaningful Learning in Discussion Forums: Towards Discourse Analysis

Saadé¹,

Huang²

2009

IISIT

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This document presents the analysis of a discussion forum used as a learning component in a 'management information systems' university course. By reporting on two macro level measures namely, participation and interaction, we seek to understand the occurrence of any collaborative knowledge-building activities/processes and at the same time work towards discourse analysis. Our analysis is based on the qualitative case study approach.Participation and interaction analysis from student usage of the discussion forum provide some insight into their learning and behavior in a virtual environment. Students spent time on reading forum discussions, reflecting and planning their contribution before posting it in the forum. Moreover, their participation behavior throughout the semester follows an s-curve, interestingly, typical in adoption theory studies.

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“…Or, «non scolae sed vitae dicimus»: c'est pour la vie et non pour l'école que nous enseignons. D'autre part, c'est que les stratégies d'apprentissage d'une personne varient en fonction du contexte (Laurillard, 1979) et des objectifs (Leclercq et Pierret, 1989). À l'heure où l'apprentissage par transmission-réception-mémorisation intensive est de plus en plus remplacé par l'apprentissage par problèmes (APP) 2 et par projets, à l'heure où l'apprentissage individuel et compétitif est souvent remplacé par l'apprentissage en groupes et collaboratif (Lewis, 1998;Charlier et Peraya, à paraître), les méthodes d'observation des nouvelles pratiques d'apprentissage doivent elles aussi être adaptées.…”

Section: Introductionunclassified

Auto-observation des modalités d’apprentissage en situation de projet. Métacognition mathétique au cours de PARMs

Leclercq

Denis

2005

rse

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The processes of student learning

Cited by 220 publications

References 3 publications

Lessons in Effective Practical Chemistry at Tertiary Level: Case Studies from a Chemistry Outreach Program

Lessons in Effective Practical Chemistry at Tertiary Level: Case Studies from a Chemistry Outreach Program

Meaningful Learning in Discussion Forums: Towards Discourse Analysis

Auto-observation des modalités d’apprentissage en situation de projet. Métacognition mathétique au cours de PARMs

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