In this paper the authors draw on three sequential keynote addresses that they gave at Active Learning in Engineering Education (ALE) workshops in Copenhagen (2012), Caxias do Sol (2014) and San Sebastian (2015). Active Learning in Engineering Education is an informal international network of engineering educators dedicated to improving…

The importance of reflection in higher education and across disciplinary fields is widely recognised and it is generally included in university graduate attributes, professional standards and programme objectives. Furthermore, reflection is commonly embedded into assessment requirements in higher education subjects, often without necessary…

Examines the appropriateness of the second-language teaching/learning model when applied to college-level first-language writing instruction. (RL)

Investigates the effect of three models of teaching college astronomy on knowledge acquisition, based on the principles of kinetic structure analysis and the psychological concept of mass versus distributed practice. Results indicate that distributed integration is better than nondistributed integration in teaching certain fields in astronomy. (HM)

Discusses the seven popular Wingspread Principles (principles for good practice in undergraduate education) in terms of their implications for learning spaces, both physical and virtual. (EV)

This paper discusses the development of a new instructional design model based on socioconstructivist learning theories and distance education principles for the design of online wisdom communities and the efficacy of the model drawing on evaluation results from its implementation in Fall 2002. The model, Final Outcome Centered Around Learner…

A teacher education instructional model is presented and illustrated in which the student uses the auto-directional approach with contingency reinforcement to build from the principles of psychology a framework for teaching. He explores, analyzes, and evaluates skills, attitudes, emotions, and values that determine behavior for himself by…

Reviews general principles of adult learning; describes nature of the adult learner as suggested by the current literature; provides suggestions for the design of learning programs for adults; and reviews the implications of accepting ideas about motivation derived from adult learning theories for colleges and staff engaged in correspondence…

Creates a framework for understanding the paradigm shift in teaching and learning, describes how the shift applies to instructional practices, and synthesizes principles and indicators guiding the observation of teaching. The new paradigm is based on cognitive development research and constructivist theory and is antithetical to the old paradigm…

Current state policies, school district practices, and higher education traditions hinder teacher professionalism. To use recent research findings on learning, teachers must have more varied opportunities and responsibilities. The science of teaching is explored. (DF)

Constructive-developmentalism is a theory of learning that incorporates two major concepts: (1) that students construct knowledge by organizing and making meaning of their experiences, and (2) that this construction takes place in the context of students' assumptions about and creation of knowledge. A gap often exists between instructor and…

This study begins with a definition of the affective domain and its importance to learning, outlining its impact both in achieving affective behaviors and in facilitating cognitive and psychomotor objectives. The study then develops a model of instructional design that incorporates the affective domain as an integral component. The model combines…

Examines some traditional instructional strategies used to improve textual materials for learning at a distance, including advance organizers, overviews, pretests, objectives, and inserted questions, together with devices in typography and graphics. Research in each area is reviewed and guidelines are given for using each strategy. An extensive…

This is a step-by-step guide to designing problem-based learning across the curriculum. Contents show teachers how to develop student-centered, problem-based curriculum, manage student projects across a range of subjects and disciplines, assess projects using portfolios, and involve community members as project mentors. Numerous examples are…

This paper describes paradigms for research into school learning conducted at the primary/secondary and tertiary levels. Paradigms discussed include the Process-Product paradigm, the Mediating Process paradigm, the Classroom Ecology paradigm, J. Carroll's Model of School Learning, B. Bloom's Mastery Learning model, and the multilevel causal…