The conditions of learning

By Mary Kalantzis, W. Cope. 2005

1,224 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2b18f59f19f0b8d90ebf5df058d39f7947734632

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Citations in the corpus

Assessment of Learning Outcomes in Higher Education: A Comparative Review of Selected Practices. OECD Education Working Papers, No. 15. (2008, unknown): “Various classifications of cognitive learning outcomes exist (see for example Gagné, 1977; Kolb, 1981; Klemp, 1977; Eraut, 1990; Marzano, 2001).”
Rebecca’s in the dark: A comparative study of problem-based learning and direct instruction/experiential learning in two 4th-grade classrooms (2009, background): “Scholars such as Dewey (1938) and Gagne (1965) have long advocated this approach.”
The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning (2004, background): “The cognitivists view learning as a primarily internal mental process involving external stimuli such as group input (Gagne, 1965).”
Role of guidance, reflection, and interactivity in an agent-based multimedia game (2005, background): “Although, it may be argued that discovery methods facilitate active learning by allowing students to explore, manipulate, and test hypotheses (Bruner, 1961; Gagne, 1965; Wittrock, 1966), when students learn science in classrooms with pure-discovery methods and minimal feedback, they often become los”
Interaction and cognitive engagement: An analysis of four asynchronous online discussions (2006, background): “Reasoning obviously requires more cognitive effort than simple recognition (Gagne, 1985; Piaget, 1970).”
Incidental and intentional learning (2008, background): “S-R psychologists distinguished various types of associative learning, ranging from elementary to complex (Gagné, 1965), but all involving the four basic concepts of stimulus, response, feedback and conditioning.”
A Thirty-Year Reflection on Constructivism in Mathematics Education in Pme (2006, background): “Constructivism developed in mathematics education to counter the effects of behaviorism (Gagné, 1965; Thorndike, 1922), which had focused on measurement and the production of patterns and levels of outcomes by stimuli.”
Transfer of Training: A Meta-Analytic Review (2010, background): “Gagne (1965) distinguished between two types of generalization processes—lateral and vertical transfer.”
Cognitive Perspectives in Psychology (2013, background): “R associations among pairs of items in a set and is improved through practice (Gagné, 1965; Underwood, 1964).”
Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning (2011, background): “Feedback is one of the most important events of instruction (Gagné, 1965). It has long been known that specific and constructive feedback plays a vital role in learning, especially in online environments where students are expected to be more self-regulating. In fact, Butler andWinne (1995), states ”
The Morningside Model of Generative Instruction (2004, background): “Current applications of the model focus on intellectual skills, those concepts, principles, and strategies that go beyond rote learning and verbal repertoires (Gagne, 1970).”
Evaluation of a learning trajectory for length in the early years (2011, background): “LTs describe children’s levels of thinking, not just their ability to correctly respond to a mathematics question; they cannot be summarized by stating a mathematical definition, concept, or rule (cf. Gagné, 1965/1970).”
Modelling graduate skill transfer from university to the workplace (2016, unknown): “A study which differentiates vertical transfer - where simple skills are mastered first then students naturally progress on to more complicated content –from lateral transfer, where students may be mastering a number of more complicated skills simultaneously (Gagné 1965), would provide valuable info”