The norms within a peer group can modulate when a student starts learning, resulting in them starting later than they would otherwise have chosen to (Thomson and Falchikov 1998).
The central theme of the discussion on outcome orientation is that both the educational system and teaching can become more successful by focusing less on curricula and teaching objectives, and more on empirically assessed outcomes, such as student learning and resulting knowledge and skills.
The purpose of this study was to compare student learning outcomes resulting from two styles of biodiversity labs at the undergraduate college level for science majors: 1) the three-phase learning cycle with a problem-based application phase; and 2) an enhanced expository style with back-loaded opportunities for reflection, argumentation, and induction.
Many school administrators and teachers say laptops in the classroom have motivated even reluctant students to learn, resulting in higher attendance and lower detention and dropout rates.
As a result of this focus on the contextual and socio-emotional implications of participatory activities and their impact on student learning, our results suggest ways to explain why and how the processes of supported participation that are at the core of the ExBL model affect student learning in the workplace.
In examining the tutor-centered approach, the researchers discovered that student assessment evidence suggested only shallow learning resulted when tutor explanations dominated the tutoring session.
Learning is situated within an environment, cannot be dissociated from the context in which it occurs and impacts upon the results of student learning, obtaining better results in favorably perceived environments.
Thus, PBL would not only provide the necessary educational foundation required from a medical school but would also teach students to "learn how to learn," resulting in doctors more able to deal with the changing field of medicine over time.
Before discussing recommendations, we need to acknowledge that we did not measure individual student learning or a product resulting from peer discussion.
This paper presents a model approach to examine the relationships among e-learning systems, self-efficacy, and students' apparent learning results for university online courses.
