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Yew, Elaine H. J.; Yong, Janice J. Y. – Instructional Science: An International Journal of the Learning Sciences, 2014
In problem-based learning (PBL), the role of a tutor or facilitator is different from what is typically considered as the role of a traditional teacher. In addition to being a subject-matter expert, the facilitator is also expected to be "socially" and "cognitively congruent". In this study, we analyze the survey responses from…
Descriptors: Medical Students, Student Attitudes, Facilitators (Individuals), Expertise
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Goeze, Annika; Zottmann, Jan M.; Vogel, Freydis; Fischer, Frank; Schrader, Josef – Instructional Science: An International Journal of the Learning Sciences, 2014
The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers' professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in…
Descriptors: Teacher Education, Teacher Competencies, Video Technology, Case Studies
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Könings, Karen D.; Seidel, Tina; Brand-Gruwel, Saskia; Merriënboer, Jeroen J. G. – Instructional Science: An International Journal of the Learning Sciences, 2014
Teachers and students have their own perceptions of education. Congruent perceptions contribute to optimal teaching-learning processes and help achieving best learning outcomes. This study investigated patterns in differences between students' and teachers' perceptions of their learning environment. Student profiles were identified taking into…
Descriptors: Secondary School Students, Student Attitudes, Teacher Attitudes, Comparative Analysis
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Lau, Kit-ling; Chen, Xiao-bo – Instructional Science: An International Journal of the Learning Sciences, 2013
Based on the theoretical framework of self-regulated learning (SRL), the study aimed to examine whether the proposed relationship between classroom environment and students' SRL was applicable in the case of Chinese readers. In this study, a questionnaire measuring students' perception of reading instruction, strategy use, and reading motivation…
Descriptors: Foreign Countries, Reading Instruction, Independent Study, Educational Environment
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Rytkonen, Henna; Parpala, Anna; Lindblom-Ylanne, Sari; Virtanen, Viivi; Postareff, Liisa – Instructional Science: An International Journal of the Learning Sciences, 2012
The examination of academic progression has become an essential tool for measuring the effectiveness of educational systems. Research concerning the relationship between student learning and how they progress in their studies, however remains scarce. The aim of this study is two-fold: Firstly, the study aims to analyse first-year bioscience…
Descriptors: Student Attitudes, Structural Equation Models, Time Management, Academic Achievement
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Gijbels, David; Segers, Mien; Struyf, Elke – Instructional Science: An International Journal of the Learning Sciences, 2008
Recent research shows that, as students interpret the demands of the assessment tasks, they vary their approaches to learning in order to cope with the assessment tasks. Three research questions are central in the present paper: (1) Do students who participate in a constructivist learning environment change their perception of assessment demands…
Descriptors: Constructivism (Learning), Student Attitudes, Learning Strategies, Questionnaires
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Baeten, Marlies; Dochy, Filip; Struyven, Katrien – Instructional Science: An International Journal of the Learning Sciences, 2008
This study focused on the relationships between experiences with portfolio assessment, students' approaches to learning and their assessment preferences by means of a pre- and post-test design in an authentic class setting. The participants were 138 first-year professional bachelor's degree students in office management. They were assessed by…
Descriptors: Constructivism (Learning), Portfolio Assessment, Student Participation, Office Management