Titlebook: Student-Centered Learning Environments in Higher Education Classrooms; Sabine Hoidn Book 2017 The Editor(s) (if applicable) and The Author

HUSH

跟随

Introduction,rs, instructors, and faculty developers to navigate student-centered course design and instruction decisions in higher education in particular, and in postsecondary education and other educational settings in general.

Comprise

高尔夫

密切关系

Constructivist Foundations and Common Design Principles of Student-Centered Learning Environments,ical and theoretical foundations for designing principles-based constructivist learning environments. Findings from learning science research are synthesized and aligned discussing various ways of constructivist thinking: cognitive constructivism, social constructivism, and situativity theory, inclu

adduction

Empirical Education Research on the Effectiveness and Quality of Learning and Instruction,esses, and the quality of classroom interaction and climate. Process-outcome research, research on effective self-regulated learning, and research on the effectiveness of problem-based learning, mainly conducted in the context of higher education, are reviewed. Apart from that, state-of-the-art empi

大漩涡

sulcus

Characteristic Curricular Design Elements and (Deeper-Level) Quality Features of the Student-Centers a rich data-based outline of the curricular design elements characteristic of the three selected courses, including students’ perceptions based on course evaluation data from several cohorts. Moreover, the instructors’ scaffolding of students’ participation in the prevalent course activities is an

行乞

Situative Educational Model for the Design of Powerful Student-Centered Learning Environments,he students to engage with relevant and challenging content to achieve high-level learning outcomes (i.e., performances of understanding, self-regulation, identity development); (2) students are positioned for active participation in knowledge construction and interactions—as accountable authors, ac

拔出