Why Do You Procrastinate? | Psychology Today - 0 views
Courage in the Classroom: Exploring a New Framework Predicting Academic Performance and... - 0 views
-
The present study explored an hypothesized formulation of academic courage (defined as perseverance in the face of academic difficulty and fear) and its role in predicting academic performance (literacy and arithmetic) and various academic engagement measures (planning, task management, self-handicapping, disengagement, class participation, enjoyment of school, and positive academic intentions).
ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views
-
This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
-
Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
-
We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
- ...19 more annotations...
Personality Tests and Type Profiles - 2 views
Pedagogical and Andragogical Learning (article) by Lloydene F Hill on AuthorsDen - 0 views
-
With the pedagogical learning model, students do not take the initiative to acquire new knowledge, rather they wait until the educator believes that they are ready to absorb new ideas, subjects and practices. In this model, the learning orientation of a student is centered around the subjects studied, content of the instructional materials, and teacher experiences that are required to reach their academic goal, and any learning motivation that they possess usually comes from an external source, i.e., grades, favorable or unfavorable rewards from parents or teachers, and family duress.
-
An adult learner must first investigate why they must undertake the learning task, and assess the possible positive or negative outcomes associated with learning this body of knowledge, or not. Once this has been accomplished, the adult learner will focus an extreme amount of energy and time into the task of obtaining this knowledge, and be responsible for his own decisions with regards to that knowledge. Adults possess a deep desire to be recognized as self-disciplined, self-motivated, and independent self-helping individuals. If they are treated like the students in the pedagogical learning model, they become psychologically conflicted as the need to be independent and self-focused battles with the dependency that was established in early on in their education.
-
The andragogical learning model was designed to encompass the adult learner, and it works extremely well in that capacity, however, there are instances where a pedagogical model can be more appropriate for the adult learner, i.e., when learning unfamiliar subject matter.
MOVING FROM PEDAGOGY TO ANDRAGOGY - 0 views
-
Knowles (1975) offered some reasons for his evolving scholarship in the area of self-directed learning. One immediate reason was the emerging evidence that people who take initiative in educational activities seem to learn more and learn things better then what resulted from more passive individuals
-
noted a second reason that self-directed learning appears "more in tune with our natural process of psychological development" (1975, p. 14). Knowles observed that an essential aspect of the maturation process is the development of an ability to take increasing responsibility for life.
-
A third reason was the observation that the many evolving educational innovations (nontraditional programs, Open University, weekend colleges, etc.) throughout the world require that learners assume a heavy responsibility and initiative in their own learning.
Multiple Intelligences - 0 views
Learning Styles - Jung's Learning Styles - 0 views
Self Efficacy - What Is Self Efficacy - 0 views
-
self-efficacy is a person’s belief in his or her ability to succeed in a particular situation
-
four major sources of self-efficacy
ScienceDirect.com - Journal of Research in Personality - How Sensation Seeking provides... - 0 views
kolb's learning styles, experiential learning theory, kolb's learning styles inventory ... - 0 views
-
Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
-
Education is big business. Much is at stake commercially and reputationally, and so it is not surprising that debate can become quite fierce as to which methods work and which don't. So try to temper what you read with what you know and feel and experience. Personal local situations can be quite different to highly generalised averages, or national 'statistics'. Often your own experiences are likely to be more useful to you than much of the remote 'research' that you encounter through life. You must be careful how you use systems and methods with others, and be careful how you assess research and what it actually means to you for your own purposes.
-
A note about Learning Styles in young people's education: Towards the end of the first decade of the 2000s a lobby seems to have grown among certain educationalists and educational researchers, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover Learning Styles objectors and opponents assert that heavy relience upon Learning Styles theory in developing and conducting young people's education, is of questionable benefit, and may in some cases be counter-productive. Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
-
"A note about Learning Styles in young people's education, and by implication potentially elsewhere too: I am grateful to the anonymous person who pointed me towards a seemingly growing lobby among educationalists and educational researchers, towards the end of the first decade of the 2000s, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover, Learning Styles objectors and opponents assert that the use of, and certainly the heavy reliance upon, Learning Styles theory in formulating young people's education strategies, is of questionable benefit, and may in some cases be counter-productive."
WSJ, Mayo, others partnering for Twitter chat on autism | Mayo Clinic News - 0 views
« First
‹ Previous
41 - 60 of 113
Next ›
Last »
Showing 20▼ items per page