Learning paths have the potential to play an important role in the way educators serve their learners. Empirical research about learning paths is scarce, particularly in a secondary education setting. The present quasi-experimental study took place in the context of a biology course involving 360 secondary school students. A 2 × 2 factorial…

In this paper we describe a "Train the Tutor" programme (TtT) for developing the metacognitive skills, facilitator skills, and tutor skills of students in a problem based learning (PBL) context. The purpose of the programme was to train 2nd and 3rd year undergraduate students in psychology to become effective PBL tutors for…

In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps are identified: motivational interviewing and small…

A place-based learning community called "Klamath Connection" was designed to improve the academic performance of freshman in Science, Technology, Engineering, and Math (STEM) majors at Humboldt State University, a midsize public institution in a location geographically and culturally unfamiliar to the majority of its students. The…

Purpose: The purpose of the paper is to highlight the training factors that mostly affect trainees' perception of learning and training usefulness. Design/methodology/approach: A new research model is proposed exploring the relationships between a trainer's performance, training programme components, outcomes of the learning process and training…

This article is about a training project run by Central England People First (CEPF). CEPF has been doing workshops, conferences and other training for over 10 years. It seemed like a good idea to help other people with learning difficulties to learn how to be trainers. This would help them to speak out about their lives and the services they want.…

The first author set out to design and secure funding for an hypothesis-based program in a public school setting. The natural history of what happened to that study as it proceeded from design, to funding, to actual implementation, to final reporting serves as the case history of two idealistic evaluators' wildest nightmares. (Author)

In 1976 a demonstration project at the Connecticut Wilderness School integrated a Confluent Education curriculum in Outward Bound type courses, to facilitate affective learning for a more meaningful and relevant experience. A review of Outward Bound literature identified the need for affective learning as a significant program constituent. Five…