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Creating Learning Centered Classrooms. What Does Learning Theory Have To Say? [microform] : ASHE-ERIC Higher Education Report, Volume 26, No. 4 / Frances K. Stage, Patricia Muller, A. and Jillian Kinzie
Bib ID 5620290
Format BookBook, MicroformMicroform, OnlineOnline
Author
Stage, Frances K
 
Online Versions
Description Washington, DC : ERIC Clearinghouse on Higher Education, 1998 
151 p. 
ISBN 9781878380845
1878380842
ISSN 0884-0040 
Summary

This report reviews the literature on learning theories and frameworks applicable to instruction of undergraduate college students. An introductory section provides an overview and discusses the importance of learning frameworks. The first half of the volume addresses various theoretical frameworks in detail. These include: motivation theories, including performance attribution and self-efficacy; and theories offering a social perspective, such as social constructivism and conscientization. Each theory is presented in terms of a case study which examines elements of the theoretical construct, reviews relevant research on young adult and college student populations, discusses the relationship of the framework to college students' learning, and identifies possible educational applications. A separate section focuses on other theories which challenge assumptions about learning. The second part of the monograph discusses the usefulness of these frameworks for studying and fostering academic learning. One section addresses the need for more classroom-based research on college student learning. The final section applies the various theoretical frameworks to the classroom, emphasizing the importance of diverse methods for presenting academic material, activities to facilitate learning, and multiple ways for students to demonstrate their learning. (Contains approximately 375 references.) (DB)

Notes

Availability: ERIC Clearinghouse on Higher Education, One Dupont Circle, N.W., Suite 630, Washington, DC 20036-1183; toll-free phone: 800-773-3742; fax: 202-452-1844. ($24).

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

Contract Number: RR93002008.

ERIC Note: For a digest of this report, see HE 031 506.

Practitioners.

Teachers.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Attribution Theory.  |  Classroom Environment.  |  Cognitive Style.  |  College Instruction.  |  Constructivism (Learning)  |  Higher Education.  |  Learning Theories.  |  Locus of Control.  |  Research and Development.  |  Self Efficacy.  |  Socialization.  |  Student Development.  |  Teaching Methods.  |  Teaching Models.  |  Theory Practice Relationship.  |  Undergraduate Study.  |  Conscientisation
Form/genre Guides, Non-Classroom.  |  ERIC Publications.
Other authors/contributors Muller, Patricia, A., author  |  Kinzie, Jillian, author  |  Simmons, Ada, author  |  Association for the Study of Higher Education  |  ERIC Clearinghouse on Higher Education  |  George Washington Univ., Washington, DC. Graduate School of Education and Human Development
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