This convergent mixed methods study investigated the relationship between the assessment-capable learning (ACL) instructional model, John Hattie's influence referred to as "students driving their own learning," and math achievement in kindergarten. While Visible Learning literature has focused on secondary and higher education, this…

This article concerns mathematical project work in the context of Finnish StarT project competition. The focus is on how well pupils achieve the learning objective of their project work: learning mathematics and practicing 21st century skills. Development of the learning objectives is considered from the viewpoint of Finnish national core…

In tertiary education, generic professional skills should be developed along with discipline-specific knowledge and skills. Team-Based Learning (TBL), an active learning strategy, creates deep learning and enhanced student engagement; however, its effects on the development of generic learning outcomes are unknown. The aim of this study was to…

Professional accrediting bodies and accounting education reviews have long expressed concerns about student capabilities and learning outcomes, including the ability to apply knowledge and make reasoned judgements. In response, we report on a new design that uses a web of threshold concepts to guide curriculum development. With an associated focus…

Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry…

This article provides an account of self-managed action learning (SMAL), where it came from and how it has been implemented in practice. Self-managed action learning offers a way of realising action learning without the continuing presence of a set advisor in set meetings to facilitate the process. It enables participants to manage and facilitate…

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society…

This paper discusses findings of a study investigating how students, in four online courses, engaged in inquiry-based learning with and without support from a facilitator. The investigation was conducted by analyzing discussions of the online courses using the community of inquiry model. The results of the study imply that students in online…

In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical problems collaboratively, but that they also take an…