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Lifelong learning is intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. In today's climate of continual change and innovation, lifelong learning is a critical educational goal. In order to prepare people for lifelong learning, educational opportunities must develop their capacity for self‐direction, metacognitive awareness, and disposition toward lifelong learning. Several instructional features facilitate the development of metacognitive and self‐directed learning skills, and the disposition to lifelong learning: (1) student autonomy, responsibility, and intentionality; (2) intrinsically motivating learning activities; (3) enculturation; (4) discourse and collaboration among learners; and (5) reflection. This article describes and presents examples of how three teaching methodologies—problem‐based learning, intentional learning environments, and cognitive apprenticeship—employ these instructional features. 相似文献
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Tony Brown 《Studies in Continuing Education》2013,35(2):209-210
This paper seeks to advance our understanding of the credit transfer phenomenon in the UK, specifically how students draw on a credit as a form of institutional cultural capital. Drawing on interviews with 26 part-time mature learners, this paper examines the progressive and retrospective orientations to study that surfaced in students' accounts of credit transfer and their lifelong learning journeys. A common theme of ‘unfinished business’ appeared to dominate these accounts and a narrative-oriented analysis of the findings revealed the role of credit transfer in enabling students to complete varied personal projects or forms of ‘unfinished business’. The findings of this work suggest that in an increasingly complex higher education market, there is a need to understand students' strategic use of the credit they accumulate. In particular, this paper explores how credit transfer features in the narratives of students' successful learning journeys. 相似文献
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Bev Williams 《Teaching in Higher Education》2013,18(1):85-98
Professional undergraduate nursing education programmes share the goal of preparing competent graduates who will successfully make the transition to the world of professional nursing practice. Furthermore, society demands continued professional accountability for competence in an era of exponential knowledge proliferation and technological change. One way to meet this demand is for every practicing professional to engage in continuing professional nursing education. If professional nurses are to maximize continuous learning, they need to be able to manage and monitor their own learning. This means that professional nurses engaged in continuous learning should have the ability to be self directed. The use of problem-based learning (PBL) as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate the development of nursing students' abilities to become self-directed in learning. The theoretical links between PBL and self-directed learning are discussed. 相似文献
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Problem-Based Learning: What and How Do Students Learn? 总被引：22，自引：0，他引：22
Cindy E. Hmelo-Silver 《Educational Psychology Review》2004,16(3):235-266
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills. 相似文献
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ABSTRACT: Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student‐to‐student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring, cooperative learning, and problem‐based learning. These elements have been well theorized and their effectiveness has been empirically documented. To date, little is known about the effects of interteaching on students' perceived learning outcomes in food science and nutrition. This case study describes how the interteach method was employed in an undergraduate nutrition and food science course with specific examples of the tools used, such as interteach preparation guides, the interteach record form, and the peer assessment form. Based on the continuous feedback provided by the students during the course work, several specific modifications were made from the conventional interteaching methods, including 4‐person interteaching instead of one‐on‐one interteaching, as well as the use of in‐class thought‐provoking “synthesis” questions. At the end of the course, we assessed the students' perceptions of interteaching, as well as the students' perceived learning outcomes. The method generally fostered critical thinking and enhanced their motivation, which led to their perceived learning. On the other hand, some of the students expressed challenges in learning from peers due to their peers' varied preparation levels, as well as tackling complex scientific concepts prior to lectures. Further investigation is needed to develop possible strategies for accommodating the challenges among students with different learning styles. 相似文献
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In recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners' critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyse the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students' knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students' knowledge construction during the discussions. Teachers didn't provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions. 相似文献
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A study of the relationships between students' questioning and learning styles is being conducted on data collected in two university semesters with a sample of 300 students. This report discusses the results of case studies looking in depth at four of the students. These were involved in further data collection through written and oral questions, interviews and classroom observation experiments. The main aim is to unravel the interrogative bases of the students' learning by looking at the quality and quantity of questions they ask. This means that among other characteristics, the nature and the deliberative or spontaneous use of questions by the four students were investigated. It was possible to distinguish question‐askers by tallying their questions. Their learning styles were characterised using Kolb's Learning Styles Inventory. The study also allowed for snapshots of how particular learners shape questions. Looking at the way in which these questioning styles fit with their orientations to learning, and how this drives learning, informs what teaching might best then ensue. 相似文献
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《学校用计算机》2013,30(3-4):145-157
Abstract This study examined how six Singapore teachers approached the design and implementation of a unit of work (topic) to demonstrate exemplary classroom practices that engage learners and use ICT in knowledge-generative rather than presentational activities. After a reflection and feedback session on the first lesson observation involving the researcher and the teacher, the teacher redesigned the lesson to enhance ICT use and involve students more actively in their learning. Our study revealed that there is a difference between students' physical engagement and cognitive engagement in a task and that the teacher, as a designer of the learning environment, needs to make explicit the cognitive processes involved in using the tool to ensure students' effective use of ICT. The teachers' understanding of what constitutes effective learning and their roles in students' learning determine how they design the learning environment. In essence, it is the teacher's skill in managing the “tripartite” partnership of IT tool, learning task, and teacher support that brings about higher levels of student engagement. 相似文献
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Ahmad Khanlari 《European Journal of Engineering Education》2016,41(3):320-330
Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need. 相似文献
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Tony Harland 《Teaching in Higher Education》2013,18(1):3-15
This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of collaboration was essential for a successful outcome. A particular social context was established in which tutors and students endeavoured to interact as learners to negotiate and construct new understandings and develop life-long learning skills. Students valued the quality of working relationships, the democratic way in which group work was facilitated, and the opportunities for freedom of action and thought. During the course, participants achieved new insights into themselves as learners and this meta-cognitive skill was seen as important for developing the necessary competence in diagnostic self-assessment for PBL. Students had not previously encountered PBL and the transitional nature of their experiences is discussed. 相似文献
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This article explores a small group of students' observations on their learning as they come to the end of an A-level Politics course. It draws on the insights of Vygotsky and other theorists influenced by him, such as Lave, Wenger, Rogoff and Engestro¨m, who have made important contributions to study of the social and participatory nature of learning, particularly, but not exclusively, in contexts outside the school environment. These ideas illuminate the 'communities of practice' found within educational institutions. The students' perspectives reveal perceptions about the learning process and provide a sense of what they have valued during this phase of their studies. Whilst education in formal environments may be criticised for the constraints on learning, classrooms may promote activity that encourages learners to identify their problems with existing knowledge, to question and speculate in ways that transform understanding. Collaborative practices have enabled students to enhance understanding of subject knowledge and to develop skills. 相似文献
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Michèle Cowan Nasir Nisar Arain Tawfic Samer Abu Assale Abdulelah Hassan Assi Raed Alwai Albar Paul K. Ganguly 《Anatomical sciences education》2010,3(5):272-275
Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem‐based learning (PBL) curriculum. PBL is a well‐established student‐centered approach, and the authors have sought to examine if a student‐centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self‐directed learning questions. All IRSs were primarily directed by students. During two second‐semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student‐centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non‐IRS blocks. A student‐centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first‐year medical students. Anat Sci Educ 3:272–275, 2010. © 2010 American Association of Anatomists. 相似文献
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Tarsem Singh Cooner 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):271-286
This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology‐enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection‐in‐action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect‐on‐action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology‐enhanced learning experiences. 相似文献
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This paper presents a model dealing with the teacher as manager of self‐directed and interactive learning programs and discusses the value of this model for educators working within continuing and professional education contexts. It provides a framework for the planning, implementation and evaluation of learning programs which promote self‐directed and interactive learning and comprises an outline of phases of learning programs and the roles of teachers (and learners) in these programs. Major goals related to the process of continuing and professional education today include: promotion of the learners’ ability to work and interact effectively together, fostering their commitment to lifelong learning and development of their self‐directed learning skills. The model presented in this paper is a means of promoting the achievement of these goals. It emphasises the development of skills of independence, self‐direction, interaction, communication, leadership, group membership and conflict resolution. Such skills can be transferred to the workplace to enable adults to accomplish their tasks effectively, achieve their goals, work co‐operatively in teams as leaders and team members and take greater responsibility for their work and continued learning. 相似文献
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Alison Butler 《Community College Journal of Research & Practice》2013,37(7):638-650
This case study tracks the application of project-based learning (PBL) during four separate college terms at Portland Community College in Portland, Oregon. Each term follows a different learning community of first-term college students enrolled in a program of developmental education (DE), reading, writing, math, and college survival and success (CSS) courses. The study documents the journey from a pilot PBL model to the improved model used today, focuses on each term's PBL goal of increasing student success, and outlines how the PBL succeeded or failed based on student demonstration of their learning community's intended core outcomes. Whereas the initial two terms’ projects were unsuccessful, the framing of a new question and the addition of service learning in the next two terms’ projects made a significant improvement in student self-motivation and helped students achieve intended core outcomes by their own agency. Such active learning and self reliance increased students’ confidence as it challenged them to use their new course skills to create a project they were proud to present to a wide audience. This study then explores the challenges and benefits of integrating the two curricular frameworks, learning communities and PBL, within interdisciplinary courses that include service learning. Considering the already established literature on the success of learning communities and the continually growing literature on the implementation of PBL, this study ultimately demonstrates how to arrive at a project that invigorates a learning community of students, whether the learning community is in one course or spread throughout several interdisciplinary courses. 相似文献
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Tara J. Fenwick 《高等教育研究与发展》2002,21(1):5-21
Problem-based learning (PBL) is becoming increasingly popular as a method of educating professionals, although its use is more widespread at undergraduate pre-service levels than in graduate education. Existing literature tends to focus upon delivery methods and student achievement at the conclusion of a PBL-based course, and little research addresses the potential of PBL to meet the needs of professionals at graduate levels. This paper focuses on a Master of Arts in leadership program centered on PBL, presenting a study of mid-career professionals' perceptions of their long-term learning attributed to PBL experiences. Participants involved program graduates, experienced professionals from a broad range of disciplines including health care, education, social services, military and peace-keeping forces, and business management. Questionnaires distributed among program graduates ( N = 166) and follow-up interviews with twenty respondents yielded themes supporting the effectiveness of problem-based learning in developing particular skills and understandings. Students perceived their most valuable learnings were related to two main areas: group process and self-knowledge (including sub-themes of learning to understand different perspectives, to cooperate, to lead small groups, to manage conflict, self-awareness, confidence, and systems thinking). Both areas were claimed by students to be valuable in their professional practice over the long term. The article closes with practical implications of these findings for professional education. 相似文献
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Karl M. Kapp Timothy L. Phillips Janice H. Wanner 《Performance Improvement Quarterly》2002,15(1):25-46
There is a growing emphasis on utilizing a problem‐based learning [PBL] pedagogy to help instructional design students gain an understanding of the complex forces operating within an actual design environment. However, little literature exists to suggest that PBL is being used to teach the process by which instructional design firms and practitioners secure work—the Instructional Design Business Acquisition Process (IDBAP). This study outlines a conceptual framework for using an adapted problem‐based learning model for teaching the IDBAP, which consists of writing a response to a request for proposal (RFP), developing a working prototype, and orally presenting the solution. This study also examines the impact of a PBL pedagogy on students' perception of their confidence in solving instructional design problems. The results of this empirical research indicate that students who participate in a problem‐based learning pedagogy gain confidence in their abilities to solve instructional design problems, view themselves in emotional control when solving an instructional design problem, and are more inclined to approach similar problems in the future. 相似文献