Literaturnachweis - Detailanzeige
| Autor/inn/en | Brooks, David W.; Markwell, John |
|---|---|
| Titel | A Mechanistic Foundation for Instructor-Regulated Collective Learning |
| Quelle | In: Biochemistry and Molecular Biology Education, 34 (2006) 2, S.103-110 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1470-8175 |
| DOI | 10.1002/bmb.2006.49403402103 |
| Schlagwörter | Prior Learning; Memory; Learning Processes; Metacognition; Computer Assisted Instruction; Educational Environment; Undergraduate Study |
| Abstract | The theory of memory and the ability to influence learning with conscious and unconscious factors, both internal and external, is reviewed. From a connectionist view of memory, the interactive compensatory model of learning is introduced, with an emphasis on the plastic components (motivation, prior knowledge, and metacognition) that can be regulated. Expert students, but not naive students, have a considerable ability to self-regulate their learning processes and improve performance in undergraduate courses. We propose that in a class situation, there are emergent opportunities for an instructor who understands the dynamics of the learning environment to provide regulation for collective learning of multiple students and improve group learning. There are three interfaces for instructor-regulated collective learning, and examples are provided for each to suggest how instructors may effectively provide regulation. (Author). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: https://secure.interscience.wiley.com/cgi-bin/jhome/112782101 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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