Higher education institutions want to develop rounded, independent learners equipped with the required skills to embrace the challenges of post-graduation (European Commission, 2013). Vygotsky suggests learners are interdependent, born as social beings with emotional intelligence. Experiential learning is created by direct participation in life…

Learning is related to the environment created for the learning experience. This environment is often highly routinized and involves a certain social structure, but in entrepreneurship education, such routinization and structure may actually counteract the learning goals. This article investigates how classroom routines and rituals impact on…

The article proposes a new way of analysing and understanding blended learning and contributes to current debates about adult learner motivations for study. It argues that, whilst the validity of the Andragogical Model has been criticised, it has provided a useful framework of analysis in the context of blended learning to meet the needs of adult…

In this regular feature of "Educational Technology," Michael F. Shaughnessy and Juchao Yan present their interview with Robert Talbert, Associate Professor, Mathematics Department, Grand Valley State University, Allendale, Michigan. Their interview centered around thirteen questions that professor Talbert provided enlightening responds…

Students in an undergraduate psychology course on Learning and Cognition used SKO (formerly AutoTutor Lite), an Intelligent Tutoring System, to create interactive lessons in which a pedagogic agent (animated avatar) engages users in a tutorial dialogue. After briefly describing the technology and underlying psychological theory, data from an…

In the process of experiential learning, students acquire skills and values as the consequence of a direct experience. Experiential learning draws on senses, emotions, and cognition and appeals to learners' entire being. Such learning, by nature, enables the development of a variety of capabilities, such as planning, teamwork, coping with…

This article describes three service-learning projects implemented in three different ESL programs in the United States. Each description includes typical course goals, service-learning assignments, reflection activities, student learning outcomes, and pedagogical challenges. The first project was developing digital literacy through…

This study infused key elements of creativity into the process of counselor education, exposing students in a counseling skills and techniques course to a curriculum designed to promote tolerance for ambiguity, appropriate risk-taking behaviors, and improvisational skills. Employing a phenomenological strategy of inquiry, the researcher sought to…

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

Article evaluated mastery learning, a teaching strategy originating from behavior-oriented educational technology with objectives specified in behavioral terms. (Editor/RK)

Author discusses the 12 basic and rather fundamental principles underlying newer teaching accountability concepts. (Author/MB)

This document reports the proceedings of a conference and workshop at the State University of New York at Buffalo School of Nursing on behavioral objectives. Presentations include: the management of learning; behavioral objectives and the teaching/learning process in nursing education; curriculum development; curriculum development in the SUNYAB…

Three discussions of the practical application of music theory are presented. (CK)

An investigation was undertaken of end-of-course reactions of students who experienced varying numbers of test-taking failures during an introductory psychology course presented under two different formats: a mastery structure (multiple study/test options and absolute grading standards) and a conventional structure (one try on each midterm with…

This guide is for all school leaders, and pastoral care, support and teaching staff who work with young people who are preparing to move on from secondary schooling to the next stage in their lives. It is also for people who work in partnership with the school to support young people who are going into employment or continuing their learning, for…